Direct Iron Ore Reduction for Asia

THE increasing shortage of high grade basic materials for, and the high investment cost of, the conventional blast furnace are responsible for the trend in iron ore reducti on technology towards direct processes. In Western Europe the low or short shaft furnace has attracted a considerable amount of development effort while very little research work was devoted there to the fluidised bed technique.On the other hand, the American situation is characterised by a multitude of fluidised bed processes to the virtual exclusion of shaft furnace techniques. Apart front these main trends of development, numerous other processes and promising ideas are tested in pilot or laboratory plants and some have attained almost the stage of commercial utilisation. The technical situation is thus characterised by a great variety and uncertainty. Long range planning is thereby rendered exceedingly complex especially under the pressure of econcmic conditions which enforce, as is the case in Asia, the strictest economy of investment and operation and should be based on a realistic assessment, as is att-emped here, of processes which are well proved in comm-ercial application for a considerable time. Along with these principal processes which are apprai- sed technically and economically and which should command first consideration by planning authorities, significant associated processes are mentioned in acco-rdance with their technical features.Active development projects conclude the listing

Using Open Data as a Material for Introductory Programming Assignments

This case study explores why and how open data can be used as a material with which to produce engaging challenges for students as they are introduced to programming. Through describing the process of producing the assignments, and learner responses to them, we suggest that open data is a powerful material for designing learning activities because of its qualities of ease of access and authenticity. We conclude by outlining steps to take in devising and implementing open data-based assignments

Three Lenses on Lurking: Making Sense of Digital Silence

In this chapter, the authors provide a critical exploration of the concept of lurking in online learning spaces through a phenomenological inquiry. The authors begin from a position that lurking is often misunderstood – or perhaps not understood – in education, and that the term itself is quite problematic, as it is typically applied to a disparate range of behaviors by those who perceive them as problematic. The authors then propose three heuristic lenses to make sense of lurking behaviors: lurking as troublesome, lurking as ordinary, and lurking as political. These lenses demonstrate that lurking behaviors not only stem from a range of different motivations but are also situated in a variety of contexts, that is, lurking is personal and contextual. The authors’ aim is not to define or redefine lurking for readers but to provide a critical analysis of what digital silence might mean for their students based on their contextual experience and in the light of critical literature. The authors invite readers to be part of the reflexive analysis by considering what lurking might mean in their own teaching contexts

Role of MrgA in Peroxide and Light Stress in the Cyanobacterium Synechocystis sp. PCC 6803.

In the unicellular cyanobacterium Synechocystis sp. PCC 6803, the mrgA gene is part of the PerR regulon that is upregulated during peroxide stress. We determined that an ΔmrgA mutant was highly sensitive to low peroxide levels and that the mutant upregulated a gene cluster (sll1722-26) that encoded enzymes involved with exopolymeric substance (EPS) production. We made mutants in this EPS cluster in both a wild type and ΔmrgA background and studied the responses to oxidative stress by measuring cell damage with LIVE/DEAD stain. We show that Synechocystis sp. PCC 6803 becomes highly sensitive to oxidative stress when either mrgA or the sll1722-26 EPS components are deleted. The results suggest that the deletion of the EPS cluster makes a cell highly susceptible to cell damage, under moderate oxidative stress conditions. Mutations in either mrgA or the EPS cluster also result in cells that are more light and peroxide sensitive, and produce significantly less EPS material than in wild type. In this study, we show that in the absence of MrgA, which is known to be involved in the storage or mobilization of iron, cells can be more easily damaged by exogenous oxidative and light stress

Recentering open for those at the margins: three lenses on lurking

The group presenting this session was formed through a serendipitous participation in a ‘slow chat’ (#HEdigID) on the topic of OEP. The chat went on long beyond its official end, and we realized that the #HEdigID network was larger than we had observed. It included ‘invisible’ participants who were simply listening, or tuning in once in a while. We began to discuss the practice of ‘lurking’ and the idea of ‘the lurker’. The group conversation which followed revealed some of the complexities of lurking behaviours. What (or who) is a “lurker”? Do we need to rethink what participation means? Why some learners are visible, and others less visible or maybe invisible, remaining on the margins of online and networked learning? Do we need to recenter participation in open spaces – to bring in those who appear to choose to stay on the periphery? It seems there is a need to turn a critical lens onto our assumptions, and think about how ‘privileging the visible’ may constrain and exclude more invisible learners equally interested in learning (Honeychurch et al., 2017; Popovac, M., & Fullwood, C., 2018). Against a prior emphasis on transmission of knowledge, designing for learning in today’s open environments is often ‘designing for participation’. Has the pendulum now swung too far in this direction, such that those who are said to ‘lurk’ are dismissed, derided, or at best, understood through a deficit model? Our proposed lenses on lurking as troublesome, political and ordinary, suggest alternative ways of understanding lurking behaviours, but do not provide an obvious answer to the question of how to engage the lurking learner – or whether the lurker must be engaged. What does learner agency look like in this context? Can we truly design for all? Or should we design for participation – and let lurkers lurk? We are seeking input from participants in online learning spaces – current students or teachers or people who have other roles or with an interest in learning in open environments. Through the discussion/activity, further insights into both the ‘lurker experience’ and inclusive learning design will emerge

Identifying Overlapping and Hierarchical Thematic Structures in Networks of Scholarly Papers: A Comparison of Three Approaches

We implemented three recently proposed approaches to the identification of overlapping and hierarchical substructures in graphs and applied the corresponding algorithms to a network of 492 information-science papers coupled via their cited sources. The thematic substructures obtained and overlaps produced by the three hierarchical cluster algorithms were compared to a content-based categorisation, which we based on the interpretation of titles and keywords. We defined sets of papers dealing with three topics located on different levels of aggregation: h-index, webometrics, and bibliometrics. We identified these topics with branches in the dendrograms produced by the three cluster algorithms and compared the overlapping topics they detected with one another and with the three pre-defined paper sets. We discuss the advantages and drawbacks of applying the three approaches to paper networks in research fields.Comment: 18 pages, 9 figure

A conceptual map of invasion biology: Integrating hypotheses into a consensus network

Background and aims Since its emergence in the mid‐20th century, invasion biology has matured into a productive research field addressing questions of fundamental and applied importance. Not only has the number of empirical studies increased through time, but also has the number of competing, overlapping and, in some cases, contradictory hypotheses about biological invasions. To make these contradictions and redundancies explicit, and to gain insight into the field’s current theoretical structure, we developed and applied a Delphi approach to create a consensus network of 39 existing invasion hypotheses. Results The resulting network was analysed with a link‐clustering algorithm that revealed five concept clusters (resource availability, biotic interaction, propagule, trait and Darwin’s clusters) representing complementary areas in the theory of invasion biology. The network also displays hypotheses that link two or more clusters, called connecting hypotheses, which are important in determining network structure. The network indicates hypotheses that are logically linked either positively (77 connections of support) or negatively (that is, they contradict each other; 6 connections). Significance The network visually synthesizes how invasion biology’s predominant hypotheses are conceptually related to each other, and thus, reveals an emergent structure – a conceptual map – that can serve as a navigation tool for scholars, practitioners and students, both inside and outside of the field of invasion biology, and guide the development of a more coherent foundation of theory. Additionally, the outlined approach can be more widely applied to create a conceptual map for the larger fields of ecology and biogeography

Local multiresolution order in community detection

Community detection algorithms attempt to find the best clusters of nodes in an arbitrary complex network. Multi-scale ("multiresolution") community detection extends the problem to identify the best network scale(s) for these clusters. The latter task is generally accomplished by analyzing community stability simultaneously for all clusters in the network. In the current work, we extend this general approach to define local multiresolution methods, which enable the extraction of well-defined local communities even if the global community structure is vaguely defined in an average sense. Toward this end, we propose measures analogous to variation of information and normalized mutual information that are used to quantitatively identify the best resolution(s) at the community level based on correlations between clusters in independently-solved systems. We demonstrate our method on two constructed networks as well as a real network and draw inferences about local community strength. Our approach is independent of the applied community detection algorithm save for the inherent requirement that the method be able to identify communities across different network scales, with appropriate changes to account for how different resolutions are evaluated or defined in a particular community detection method. It should, in principle, easily adapt to alternative community comparison measures.Comment: 19 pages, 11 figure

Collaboration in sensor network research: an in-depth longitudinal analysis of assortative mixing patterns

Many investigations of scientific collaboration are based on statistical analyses of large networks constructed from bibliographic repositories. These investigations often rely on a wealth of bibliographic data, but very little or no other information about the individuals in the network, and thus, fail to illustrate the broader social and academic landscape in which collaboration takes place. In this article, we perform an in-depth longitudinal analysis of a relatively small network of scientific collaboration (N = 291) constructed from the bibliographic record of a research center involved in the development and application of sensor network and wireless technologies. We perform a preliminary analysis of selected structural properties of the network, computing its range, configuration and topology. We then support our preliminary statistical analysis with an in-depth temporal investigation of the assortative mixing of selected node characteristics, unveiling the researchers' propensity to collaborate preferentially with others with a similar academic profile. Our qualitative analysis of mixing patterns offers clues as to the nature of the scientific community being modeled in relation to its organizational, disciplinary, institutional, and international arrangements of collaboration.Comment: Scientometrics (In press

Open Data as Open Educational Resources: Case studies of emerging practice

This collection presents the stories of our contributors’ experiences and insights, in order to demonstrate the enormous potential for openly-licensed and accessible datasets (Open Data) to be used as Open Educational Resources (OER). Open Data is an umbrella term describing openly-licensed, interoperable, and reusable datasets which have been created and made available to the public by national or local governments, academic researchers, or other organisations. These datasets can be accessed, used and shared without restrictions other than attribution of the intellectual property of their creators1.While there are various definitions of OER, these are generally understood as openly-licensed digital resources that can be used in teaching and learning. On the basis of these definitions, it is reasonable to assert that while Open Data is not always OER, it certainly becomes OER when used within pedagogical contexts. Yet while the question may appear already settled at the level of definition, the potential and actual pedagogical uses of Open Data appear to have been under-discussed. As open education researchers who take a wider interest in the various open ‘movements’, we have observed that linkages between them are not always strong, in spite of shared and interconnecting values. So, Open Data tends to be discussed primarily in relation to its production, storage, licensing and accessibility, but less often in relation to its practical subsequent uses. And, in spite of widespread understanding that use of the term ‘OER’ is actually context-dependent, and, therefore, could be almost all-encompassing, the focus of OER practice and research has tended to be on educator-produced learning materials. The search for relevant research literature in the early stages of this project turned up sources which discuss the benefits of opening data, and others advocating improving student engagement with data3, but on the topic of Open Data as an educational resource specifically, there appeared to be something of a gap