Aromatic phosphate esters such as triphenyl phosphate, tricresyl phosphate (TCP), and tri(tert-butylphenyl) phosphate, have been degraded in the presence of pure iron or metal alloys such as M-50 or 52100 steel. Among these volatile degradation products are those generated from the addition of an aromatic ring to the phosphate ester. Other products, which have been identified, include substituted biphenyls and diphenyl ethers derived from the decomposition of the above-mentioned addition product. Still other products are fused ring aromatic compounds such as anthracene, which arise from secondary reactions of the initial decomposition reactions. The decomposition reactions leave a nonvolatile phosphate film on the surface of the metal. Characterization of the film with Auger spectroscopy suggests iron phosphate as the product. X-ray photoelectron spectroscopy shows the presence of a bound organic layer at the surface. A mechanism that explains many of the decomposition products and the formation of a bound glassy iron phosphate film is proposed.

Purpose Universidad San Francisco de Quito, USFQ, completed an assessment study to understand its performance in sustainability in 2012. This study aims to recognize the limitations of applying a North American rating system considering relevant criteria to a South American university and to emphasize the importance and lack of benchmarks available in the region. Design/methodology/approach Methodology used for this study is based on the Sustainability Tracking Assessment Rating System (STARS) by AASHE. In December 2013, USFQ joined the Pilot Program that included publicly documenting efforts, sharing feedback and making suggestions for system improvements. Findings Data collected by USFQ in 2012 and 2013 illustrate how the status of USFQ as a non-residential, teaching university in Ecuador in a developing country had several challenges while using an evaluation system established for universities within a North American system. The limits of assessing sustainability in South America are associated to its geographical location, the number of students and staff that commute to University and the lack of environmental services and certifications available in Ecuador. There are applicability issues with the use of STARS without performance reports from regional peers that can guide the development of relevant benchmarks for future comparability. Originality/value Little research has been conducted in the assessment and tracking of sustainability within universities in South America. This paper is one of the first to address the applicability of a North American self-reporting tool to a South American university.

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