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This paper reviews the principles and applications of sustainable development as applied to minerals (sustainable minerals). The key pillars of sustainable minerals are well known and include economic, community, environmental, and political considerations. The ideal solution is one that finds a balance between community benefit, economic development, profit, and minimal negative environmental and political impacts. This is, of course, fine in theory but in the ‘real world’ difficult to achieve. From a geoscience perspective this paper argues that non-private sector geoscientists have a crucial role to play in developing the sustainable minerals paradigm to an intellectually mature and usable form. The geoscience approach includes re-interpreting the rich legacy of geoscience data and acquisition of new data (geological mapping, 3 and 4D modelling, geophysical and geo­chemical information) and contextualizing this information with socio-economic and environmental data (e.g. ethnicity, social mix, wealth indicators, environmental sensitivity indicators) to assist with strategic and localized decision-making, maximizing benefits, and minimizing adverse impacts. This approach also involves modelling the full lifecycle of minerals, mines, mineral commodities, and mineral-bearing land in an attempt to quantify benefits and disbenefits of mineral extraction. One crucial key element of a sustainable minerals approach is a mix between ‘hard’ science and social science and genuine inclusion and consultation with stakeholders, especially impacted communities. As geoscientists we are in a position to explain clearly the benefits of mineral development to society and the disbenefits of ‘nimbyism’ (e.g. exporting problems to countries less able to manage mineral extraction) and promote a ‘custodianship’ ethos of mineral development that is the only way to realizing the key principle of sustainability, i.e. leaving the planet in a state that our grandchildren can enjoy.

Organic reaction mechanisms are often represented by the electron-pushing formalism and reaction coordinate diagrams. These representations pose a challenge to students because valuable information is encoded within each representation, and students must know how to reason about mechanisms using both. Hence, it is important to understand whether and how students consider these two representations when reasoning about reaction mechanisms. We have collected responses to a writing-to-learn assignment administered in a second-semester organic chemistry laboratory course to investigate students' reasoning. The assignment was designed to elicit students' reasoning about the most likely of two mechanisms for a catalyzed intramolecular aldol reaction when given the electron-pushing scheme and reaction coordinate diagram for both mechanisms. As part of the assignment, students submitted initial drafts, participated in content-focused peer review, and submitted revised drafts. We analyzed each component using a mixed methods approach to identify students' reasoning about the most likely reaction pathway and how their reasoning changed after peer review and revision. In this article, we present a quantitative overview of changes students made about their decisions for the most likely reaction pathway and how these changes are related to providing and receiving feedback. Additionally, we present our analysis of the features of representations students used to reason about the likelihood of alternative reaction mechanisms. This study demonstrates how existing research about students' reasoning with representations was operationalized for classroom practice using writing-to-learn. Furthermore, the analysis illustrates how writing-to-learn to can be used to develop students' reasoning and offers implications for teaching students to reason about reaction mechanisms using multiple representations.

Student affect is an important factor in the learning process and may be especially important in gateway courses such as organic chemistry. Students' recognition of the relevance of the content they are learning and interactions with their peers can support their motivation to learn. Herein, we describe a study focused on how Writing-to-Learn assignments situate organic chemistry content within relevant contexts and incorporate social elements to support positive student interactions with organic chemistry. These assignments incorporate rhetorical elements--an authentic context, role, genre, and audience--to support student interest and demonstrate the relevance of the content. In addition, students engage in the processes of peer review and revision to support their learning. We identified how the authentic contexts and peer interactions incorporated into two Writing-to-Learn assignments supported students' interactions with the assignments and course content by analyzing student interviews and supported by feedback survey responses. Our results indicate that assignments incorporating these elements can support student affect and result in students' perceived learning, but that there should be careful consideration of the relevance of the chosen contexts with respect to the interests of the students enrolled in the course and the complexity of the contexts.

Writing is a key disciplinary practice in STEM used to construct scientific knowledge and communicate research findings. With its role in the scientific process, writing is often incorporated into STEM classrooms to train students in scientific writing. The importance of incorporating writing in STEM classrooms is heightened by the role it can play in supporting student learning of disciplinary knowledge and thinking. However, the characteristics of a writing assignment can shape how and what students are learning. Although faculty recognize the value of writing in instruction, they often face barriers that constrain the amount and types of writing they incorporate into their classes. This article describes the design and propagation of Writing-to-Learn assignments in introductory STEM courses at the University of Michigan through the MWrite program. Our aim is to present a framework that could inform similar efforts from the classroom to institutional levels. The Writing-to-Learn assignment design described herein incorporates a context-driven prompt followed by content-focused peer review and revision. We also describe the structures incorporated into the MWrite program to support the large-scale implementation of writing in high-enrollment introductory STEM courses.

Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to the mechanisms whereby peer review can support learning. This study examines students' self-reported approaches to and perceptions of peer review and revision associated with WTL assignments implemented in an organic chemistry course. Students responded to a survey covering how they approached peer review and revision and the benefits they perceived from participating in each. Findings indicate that the assignment materials guided students' approaches during both peer review and revision. Furthermore, students described various ways both receiving feedback from their peers and reading their peers' drafts were beneficial, but primarily connected their revisions to receiving feedback. [ABSTRACT FROM AUTHOR]

Organic chemistry is a required course sequence for many STEM students. However, research indicates that organic chemistry reaction mechanisms are especially challenging for students due to a mixture of underlying conceptual difficulties, the process-oriented thinking inherent to the discipline, and the representations commonly used to depict mechanisms. While student reasoning about many of the reaction types covered in the organic chemistry curriculum has been studied previously, there is minimal research focused specifically on how students think about the mechanisms of addition reactions. Understanding students' conceptions about addition reactions is valuable for both instructors and researchers, as these reactions are among the first for which students must consider different chemical properties to make a decision about alternate reaction pathways. This study provides insight into how students think about these reactions by probing first semester organic chemistry students' thinking using think-aloud interviews as they worked through two addition reactions. To elicit a range of thinking, students worked through the mechanisms using either paper and pencil or an app that dynamically represents the molecules. Generally, students were able to identify the steps of the two addition reactions but did not always successfully apply chemical thinking during the mechanistic steps. Most prominently, both groups of students struggled with the concepts related to carbocation stability, frequently misapplying stabilization via substitution and demonstrating difficulty in identifying the potential for resonance stabilization. Our results suggest that instructors should emphasize the conceptual grounding that directs mechanistic steps, in particular when determining carbocation stability. More generally, our findings suggest that instructors must emphasize the skill of considering and weighing different chemical properties when making decisions about alternative reaction pathways.

An understanding of acid-base reactions is necessary for success in chemistry courses and relevant to careers outside of chemistry, yet research has demonstrated that students often struggle with learning acid-base reaction mechanisms in organic chemistry. One response to this challenge is the development of educational applications to support instruction and learning. The development of these supports also creates an opportunity to probe students' thinking about organic chemistry reaction mechanisms using multiple modalities--i.e., using an app interface or the traditional paper-pencil. This study used think-aloud interviews conducted with undergraduate students in their first semester of organic chemistry to understand how they worked through two acid-base reactions using either paper-pencil or an app. Analysis of the interviews indicates that students from both groups recognize the steps of acid-base reactions, but do not always apply the underlying concepts, such as assessment of pK[subscript a] values or resonance, when determining how a reaction will proceed. The modality seemed to somewhat influence students' thinking, as the app prevented students from making chemically unreasonable mistakes. However, some students relied on the cues it provided, which could potentially be problematic when they are required to respond to assessments that do not provide these cues. Our results suggest that instructors should emphasize the conceptual grounding for the steps that govern acid-base reactions to promote chemical thinking about the relationships between the reaction components and how those influence reaction outcomes, as well as support students to think critically about the chemical information contained within the modalities they are using.

Approximately 70% of global tsunamis are generated within the pan Pacific Ocean region. This paper reports on detailed analysis of civilian video footage from the 2011 Tohoku earthquake, Japan. Comprehensive scientific analysis of tsunami video footage can yield valuable insights into geophysical processes and impacts. Civili22an video footage captured during the 2011 Tohoku, East Honshu, Japan tsunami was critically examined to identify key tsunami processes and estimate local inundation heights and flow velocity in Kesennuma City. Significant tsunami processes within the video were captured and orientated in ArcGIS Pro to create an OIC (Oriented Imagery Catalogue). The OIC was published to ArcGIS Online, and the oriented imagery was configured into an interactive website. Flow velocity was estimated by quantifying the distance and time taken for an object to travel between two known points in the video. Estimating inundation height was achieved by taking objects with known or calculable dimensions and measuring them against maximum local inundation height observations. The oriented imagery process produced an interactive Experience Builder app in ArcGIS Online, highlighting key tsunami processes captured within the video. The estimations of flow velocity and local inundation height quantified during video analysis indicate flow speeds ranging from 2.5–4.29 m/s and an estimated maximum local run-up height of 7.85 m in Kesennuma City. The analysis of civilian video footage provides a remarkable opportunity to investigate tsunami impact in localised areas of Japan and around the world. These data and analyses inform tsunami hazard maps, particularly in reasonably well-mapped terrains with remote access to landscape data. The results can aid in the understanding of tsunami behaviours and help inform effective mitigation strategies in tsunami-vulnerable areas. The affordable, widely accessible analysis and methodology presented here has numerous applications, and does not require highly sophisticated equipment. Tsunamis are a significant to major geohazard globally including many Pacific Island states, e.g., Papua New Guinea, Solomon Islands, and Tonga. Video footage geoscientific analysis, as here reported, can benefit tsunami and cyclone storm surge hazards in the Pacific Islands region and elsewhere. [ABSTRACT FROM AUTHOR]

The Palaeozoic--Mesozoic tectonic evolution of Central Asia, including the vast terrane collage that makes up Mongolia, has been a topic of considerable debate. The Oyut Ulaan Volcanic Group is a sequence of volcanic and sedimentary rocks in SE Mongolia that forms the southern part of the Devonian-Permian Saykhandulaan Inlier. Fieldwork traverses and mapping have established four distinct formations in the Oyut Ulaan Volcanic Group that record the nature of arc activity in part of the Central Asian Orogenic Belt during the Carboniferous. Physical volcanological and sedimentological characteristics of the four formations suggest three clear eruptive styles: (1) periodic andesite volcanism in an actively eroding arc setting that also contained large rivers and swamps; (2) highly effusive plateau andesite volcanism; (3) explosive rhyolitic effusion. Geochemical analyses of volcanic lithologies suggest that the group represents subduction-related, mature, continental arc volcanism. Geochemical results document an evolving magma system to which surface processes of the volcano-sedimentary model may be linked. Magma pulses and replenishments are identified from variations in chemostratigraphy. Newly obtained zircon ages from the volcanic succession fix its emplacement (eruption) at 323.0 [+ or -] 0.7 Ma (mid-Carboniferous or late Mississippian). A granite cobble from the lower part of the Oyut Ulaan Volcanic Group gives a U--Pb zircon age of 338.9 [+ or -] 0.4 Ma indicating that arc plutons were emplaced 10 Ma prior to the Oyut Ulaan volcanism and were eroded soon after. Our work provides timing constraints for final accretion and continental assembly in SE Mongolia, and also sheds light on the petrological development of a magmatic arc system within an evolving accretionary orogen. doi: 10.1144/0016-76492009-094.