HYDROGEN BASED ENERGY STORAGE: STATUS AND RECENT DEVELOPMENTS

The book presents the recent achievements in the use of renewable energy sources, chemical processes, biomaterials for the efficient production of hydrogen, its storage and use as a fuel in the FC-based power systems. Novel results were obtained within two research programs, namely, the NATO Science for Peace G5233 project “Portable Energy Supply” (2017-21) and the priority program of the NAS of Ukraine "Development of scientific principles of the production, storage and use of hydrogen in autonomous energy systems" (2019-21). The priority program was implemented by the leading institutes of the National Academy of Sciences of Ukraine and contained three focus areas: efficient materials and technologies for the production, storage and use of hydrogen. This includes the development of new functional materials for the fuel cells and the application of the latter in autonomous power supply systems. 4-years NATO's project was implemented by a consortium led by the Institute for Energy Technology (Coordinator; NATO country - Norway) together with the institutes from the NATO partner country – Ukraine – belonging to the NAS of Ukraine: Physico-Mechanical Institute, Institute for Problems of Materials Science and Institute of General and Inorganic Chemistry. The work included the studies of H2 generation by the hydrolysis of MgH2, Al and NaBH4, analysis of the mechanisms of these processes and selection of the most efficient catalyzers. The project successfully developed a system integrating hydrolysis process and a PEM fuel cell.

Designing District-Wide Technology-Rich Professional Development

This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: (a) Design differentiated professional development to meet all teachers' needs; (b) Include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; (c) Provide educational materials for teachers and parents about internet safety and legal issues; and (d) Determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.

Knowledge Building and Knowledge Forum: Getting Started With Pedagogy and Technology

Knowledge Building provides a model of education for a knowledge age—a model of collective responsibility for idea improvement. This article provides two examples of getting started with the pedagogy and the technology, one from Senior Kindergarten, with students working together to understand why leaves change color in the fall, and the other from Grade 1, featuring explorations of the water cycle. In addition to the classroom work that is reported, commentary on school practices from a Librarian-Technology coordinator and Vice Principal are included to provide a broader school perspective on the work presented in this article.

Designing District-Wide Technology-Rich Professional Development

This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: design differentiated professional development to meet all teachers’ needs; include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; provide educational materials for teachers and parents about internet safety and legal issues; determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.

Best Practices And Exemplary Applications Of Technology In Higher Education

The Center for Teaching and Learning (CTL) located in the College of Education at Delta State was envisioned in the 1999-2000 school year as a catalyst for systemic change across the college and region as related to technology and its place in the education of the P-12 community. The Center’s goals include: 1) implementing appropriate standards for technology and high quality educator preparation programs across the graduate and undergraduate curricula, 2) providing access to technology for students and faculty in a variety of settings within the college, 3) providing access to state-of-the-art, technologically resource-rich environments for PK-12 partner schools and the greater community, 4) supporting web-based teaching and learning components, and 5) expanding e-learning capabilities to meet regional needs. The staff of the CTL provides on-going, on-site training and technical support for the greater DSU community. The Technology Coordinator for the College, the CTL Director and a Technical Specialist provide a full range of services for all CTL users. Student staff members in the Center for Teaching and Learning (CTL) have been a vital and valuable component of the Center’s success. The student staff members provide individual and small group training and support for a wide range of technological applications including Web CT and the full complement of Microsoft Office programs.