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12. Grandcanonical Ensemble
Full text linkPart twelve of course materials for Statistical Physics I: PHY525, taught by Gerhard Müller at the University of Rhode Island. Documents will be updated periodically as more entries become presentable.
Updated with version 2 on 1/8/2026
Beyond the episode: A case for serial literacy in EFL education classrooms
No full textSerial storytelling, characterized by its interplay of vertical (episodic) and horizontal (long-form) narrative structures, offers a unique opportunity for media literacy in English as a Foreign Language (EFL) education. This paper argues for the development of a serial literacy framework, a concept that expands traditional film literacy models to accommodate the distinct demands of serialized narratives. By using Inventing Anna (Rhimes, 2022) as a case study, the study explores how serial storytelling fosters engagement with themes of identity construction, ethical ambiguity, and transmedial storytelling. This paper elaborates on serial literacy, considering its implications within foreign language learning contexts. The study highlights how serialized narratives cultivate critical thinking, communicative competence, and media awareness, which renders them a valuable pedagogical tool. By integrating serial literacy into EFL curricula, educators can bridge students’ media consumption habits with analytical engagement and thus foster a generation of critically literate media consumers and producers.
This paper elaborates on serial literacy, considering its implications within foreign language learning contexts. The study highlights how serialized narratives cultivate critical thinking, communicative competence, and media awareness, which renders them a valuable pedagogical tool. By integrating serial literacy into EFL curricula, educators can bridge students\u27 media consumption habits with analytical engagement and thus foster a generation of critically literate media consumers and producers
Perfluorinated Carbon Chain Length Drives Uptake of Diverse Per- and Polyfluoroalkyl Substances in Field-Deployed Passive Samplers
Full text linkPer- and polyfluoroalkyl substances (PFAS) are a group of compounds of high concern due to their ubiquity, persistence, and adverse health impacts. With a diversity of chemical structures and properties, detection tools are needed to capture as many PFAS as possible. In this study, a microporous polyethylene tube (MPT) passive sampler was calibrated for 25 target compounds, 8 suspect PFAS, and extractable organofluorine (EOF) during 1–2 week deployments in groundwater, freshwater river, and estuary contaminated by aqueous film-forming foam (AFFF). Targeted analysis, suspect screening, and EOF were performed on passive and grab samples to derive sampling rates, Rs. Median measured and fluorine-normalized estimated EOF Rs in groundwater (7.1 vs 8.4 mL day–1 respectively) and river water (55 vs 66 mL day–1 respectively) were within 20% of each other. For suspect PFAS, Rs were similar to targeted PFAS of alike functional group chemistry and perfluorinated carbon chain length. For example, for 6:2 and 8:2 FTSAS-sulfoxide, estimated Rs values were 1.8 and 6.0 mL day–1, respectively, similar to Rs measured for 6:2 and 8:2 FTS of 2.2 and 6.3 mL day–1. These results suggest that targeted and suspect PFAS and EOF are predictably taken up by MPT samplers, expanding passive sampling capabilities
Constructivist media decoding in elementary school: Media literacy instruction across a school year
Full text linkIn 2021, Ithaca College’s Project Look Sharp conducted a pilot project to demonstrate that school librarians were in a unique position to provide media literacy instruction and function as building and district leaders to mentor teachers in media literacy integration. The initiative taught librarians to use constructivist media decoding (CMD) – an inquiry-based, curriculum driven approach to media analysis and production. This article, informed by the evaluation of that effort, offers a qualitative view from three elementary school librarians who were part of the pilot cohort. They describe how they implemented CMD in ways that can be duplicated by other educators and also, importantly, how their experience using an inquiry-based method transformed their teaching
Scientists’ Statement on the Chemical Definition of PFASs
Full text linkThe undersigned are scientists with expertise in per- and polyfluoroalkyl substances (PFASs) and/or the management of chemicals. We assert that the Organization for Economic Co-operation and Development (OECD) definition of PFASs is scientifically grounded, unambiguous, and well suited to identify these chemicals. We are concerned that some individuals and organizations are seeking a redefinition of PFASs endorsed by the International Union of Pure and Applied Chemistry (IUPAC) to exclude certain fluorinated chemical subgroups from the scope of the existing definition. We are concerned that this effort is politically and/or economically, rather than scientifically, motivated. An IUPAC-endorsed and potentially narrower PFAS definition could confer undue legitimacy from the endorsement by a recognized global scientific organization and, thereby, influence regulatory bodies and others to adopt less protective policies.
Organofluorine chemicals are used in consumer products and industrial applications to impart oil-, water-, and stain-resistance, stability, inertness, and/or other useful properties. The term “PFASs” arose from the need to identify a subgroup of organofluorine chemicals with a common feature, the very stable perfluorinated carbon. There are millions of theoretical PFAS structures, but the much lower number of PFASs actually manufactured and used is estimated to be several thousands
I can see a future… Creative ways to talk about climate change
Full text linkThough a majority of Americans accept climate change as a reality, most people are hesitant to discuss the issue. And the implications of climate silence have far-reaching effects, including less action on climate change. This project synthesizes recent research on climate change, climate silence, and climate action to create a workbook-style zine. This tool is meant to help people who are concerned about the changing climate have generative, deep conversations about this crisis. Through a literature review, a first-person interview, and centering inclusive science communication principles, I created I can see a future: Creative ways to talk about climate change. This project joins a growing body of workbook-style zines and zines that consider climate change and other environmental concerns. By offering the reader the opportunity to explore ideas for discussing climate change with others, it helps counter the current anti-science rhetoric being imposed by the U.S. federal government in 2025
I can see a future...Creative ways to talk about climate change, a workbook zine
Full text linkThis workbook-style zine offers the reader the opportunity to explore ideas for discussing climate change with others