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Geochemical Characterization of the Louann Salt, Puma Field, Green Canyon, Gulf of Mexico Basin – Using XRF and XRD
Get PDFThe Jurassic-aged Louann Salt is an evaporite sequence deposited in the Gulf of Mexico Basin (GOMB). It is an important component of the GOMB petroleum system and influences the facies pattern in overlying strata and the distribution of petroleum stratigraphic traps. The Louann Salt is composed primarily of halite with intercalated anhydrites and silty or sandy-halite intervals, with overall thicknesses in excess of four kilometers (~13,000 feet). Suture zones occur intermittently within the Louann Salt, formed by the collision of allochthonous evaporite layers. The mineralogy and geochemistry of the suture zones are currently understudied and can be hazardous during drilling operations, potentially causing over-pressurization of the zone. Furthermore, these evaporite bodies are potential sources for critical minerals or Rare Earth Elements, which can also lend insight into depositional conditions during the Jurassic.
The focus of this study was to determine the bulk geochemistry of the allochthonous evaporite layers within the Louann Salt in the Puma Field of the GOMB. Geochemical analyses were performed by handheld X-ray fluorescence (XRF) on approximately 600 cutting samples from the Puma West GC821-002 well, ranging from 2,057 meters to 6,528 meters (6,750 feet to 21,420 feet) below the surface. X-ray diffraction (XRD) analyses were conducted on ten samples within the suture zone to determine its mineralogy.
The results of the XRF analyses delineated the upper and lower boundaries of the Louann Salt by the inverse relationship between the chlorine and silicon elemental values. XRF analyses also indicate that the Louann Salt contains Rare Earth Elements (REEs) in the hundreds of part-per-million (ppm), such as Lanthanum (La), Praseodymium (Pa), Cerium (Ce), and Neodymium (Nd). REEs in the Louann are in concentrations equivalent to those being mined for economic value. XRD results indicate that the mineralogy of the suture zone is primarily composed of quartz, hematite, and smectite, with minor amounts of other clay minerals. This study provides insight into the depositional history of the Louann Salt and characteristics of the allochthonous bodies within the Louann for future mapping of the extent of these bodies in the GOMB
SOIL QUALITY INDICATORS AND VEGETATION RESPONSES FOLLOWING ECOLOGICAL RESTORATION THINNING OF PONDEROSA PINE ON THREE SOIL PARENT MATERIAL TYPES UNDER GRAZING AND NON-GRAZING IN NORTHERN ARIZONA
Get PDFThis research was performed in a northern Arizona ponderosa pine (Pinus ponderosa P. & C., Lawson) forest. The objectives were to a) increase understanding of long-term vegetation responses to ecological restoration treatments on three soils types, with and without grazing, b) evaluate the responses soil physical, chemical, and biological properties to restoration treatments, with and without grazing, c) determine the utility of measured soil quality indicators to informing risks to sustainable soils management in southwestern ponderosa pine forests.
There were no significant differences in soil bulk density by soil type, treatment type, or grazing treatment. No significant differences in saturated infiltration capacity were observed among treatment types under either grazed or non-grazed conditions. Saturated infiltration capacity was affected by soil type under non-grazed conditions. Grazing resulted in lower soil aggregate stability in comparison to non-grazing. Soil slaking was affected by grazing and forest treatment type. Grazing on basalt-derived soils was less negative to soil slaking potential than limestone-derived soils (p = 0.008). There were no significant differences in soil organic matter, organic carbon, nitrogen, calcium , or potassium (Mg ha-1) in the upper 10 cm of soil based on soil type, forest treatment type, or grazing treatment. There were significant differences in soil magnesium content (Mg ha-1) by soil type. Basalt-derived soils had significantly lower soil phosphorus (P) levels than benmoreite-derived soils. Limestone-derived soils had significantly lower soil S than basalt- and benmoreite-derived soils.
Vegetative cover and species richness were affected by forest treatment type, soil parent material type, grazing treatment, and measurement year, depending on life form, longevity, and nativity. As observed by Abella et al. (2015), responses were hierarchically controlled, with soil parent material type often moderating vegetative responses. Limestone-derived soils had the greatest overall total plant cover and benmoreite-derived soils often had the lowest. Grazing affected vegetative cover, depending on measurement year, but rarely affected species richness.
This study highlights the importance of considering both inherent and dynamic soil properties when planning ecological restoration treatments since soil parent material type strongly influences vegetative responses of cover and richness, particularly in relation to livestock and wildlife forage production and sustaining healthy native plant communities following forest restoration treatments
The Effects of Mindful Meditation on Body Image in Female Collegiate Athletes During the Late Luteal and Early Follicular Phases of the Menstrual Cycle
Get PDFBody image has been studied in previous research but there is a gap in research with the consideration of body image changes during the phases of the menstrual cycle. The purpose of this study was to examine the effects of a mindful meditation intervention on body image during the late luteal and early follicular phases of the menstrual cycle in collegiate female athletes. Eight female collegiate athletes (age: 20.5 ± 1.8 years, height: 1.7 ± 0.1 m, weight: 62.4 ± 8.9 kg, body fat: 26.4 ± 6.9%) participated in both the control and mindful meditation intervention with each taking three weeks to complete. Body image was measured by using 3 surveys, the Self-Compassion Scale, Rosenberg Self-Esteem Scale and the Body Appreciation Scale to compare the control to the intervention. These surveys were taken prior to each of the three weeks and at the end of the three weeks. Participants made no change to their lifestyle during the control period. During the mindful meditation intervention, participants completed the intervention with each session lasting approximately 20 minutes for five days a week for the three weeks of the intervention protocol. Each week of the control was compared to the corresponding week during the intervention for all of the surveys. There were no significant differences found in any of the surveys between the control and the intervention. Although no significant difference found, there was a trend of body image improving with the addition of mindful meditation. The results of this study along with future research in body image may help to clarify the influence of the menstrual cycle on the body image of females
Teachers’ Gender-Role Attitudes and Gendered Classroom Practices
No full textThis study used an online survey in the U.S. to examine Pre-K, 2nd, and 5th grade (N = 539) teachers’ (81% white; 94% female) gendered classroom practices (i.e., promotion of gender salience, gender segregation, gender integration) as well as the effects of gender-role attitudes on these practices. The promotion of gender salience entailed practices such as the use of gender labels and setting up competitions between boys and girls. The promotion of gender segregation entailed practices facilitating same-gender student interactions whereas the promotion of gender integration entailed practices facilitating mixed-gender interactions. Teachers reported making gender salient a few times a month, frequently promoting gender integration, and infrequently promoting gender segregation. Preschool teachers promoted gender salience and gender segregation less often than elementary school teachers. Teachers were more likely to assign students to mixed-sex groups than to same-sex groups for the following reasons: students need experience with other-sex (vs. same-sex) students; it is an efficient and easy way to group students; and, it cuts down on discipline problems. On average, teachers held egalitarian gender-role attitudes. Holding more traditional gender-role attitudes was positively associated with the promotion of gender salience and gender segregation; however, there was no relation between gender-role attitudes and the promotion of gender integration. These findings have implications for classroom practices and teacher professional development, and for the promotion of gender diverse experiences in the classroom
Examining Student Performance Using Statistical Data to Inform Instruction: A New Way to Ensure Teaching Effectiveness While Building on a Student\u27s Cultural Capital & Funds of Knowledge
Get PDFTeaching is a dynamic process and therefore demands deep and critical thinking, not just in regards to lesson planning but in terms of the specific needs of each student. In this project, we embarked on a lesson that required deep analysis of our context, ourselves, and our students
East Texas Coalition For Change
No full textTop Scholar
College of Liberal and Applied Arts
Faculty Sponsor: Kristin Bailey-Wallace (School of Social Work
