Evaluating empowerment and control of HE e-learning in a secure environment

With the increased spread of HE distance learning into a wide variety of contexts it is important for us to understand the factors involved in its successful deployment for students. E-learning has a great potential to support effective and empowering HE distance learning (Wilson, 2007; Adams, 2005; Hughes, 2005). However, within two secure environments, prisons and health service, the factors involved are complex. This paper reviews HE e-learning technology perceptions within these two contrasting contexts from 225 students' and stakeholders' perspectives. Previous research has detailed literature limitations on obtaining students' perspectives of e-learning (Conole et al, 2006). These limitations are compounded when other stakeholder perceptions are not integrated (Sun et al, 2007; Adams et al, 2005; Millen at al, 2002). This paper developed and applied an e-learning framework for student and stakeholder perceptions. This social psychological framework, is based on previous practice based e-learning studies and is used here to synthesise two large-scale case studies. The framework focuses on three concepts learner Access (e.g. learning design, technology design, physical access), Awareness (e.g. of resources, their usage and support for e-learning tasks) and Acceptability (e.g. trust, privacy, aesthetics, engagement). Students' and stakeholders' perceptions identified high levels of students' empowerment through e-learning whilst still requiring a further pedagogical tailoring and an awareness of support. However, serious problems within these contexts have identified blocks to e-learning through stakeholders perceptions and fears of acceptability (i.e. issues of risk and trust). Ultimately, through understanding competing perceptions and needs within these complex environments we can support the effective technological development, pedagogical design and deployment of e-learning systems

Concentrations of soil potassium after long-term organic dairy production

On five long-term organic dairy farms aiming at self-sufficiency with nutrients, soil concentrations of ammonium-acetate lactate extractable potassium (K-AL) and acid-soluble K was measured twice in topsoil (0-20 cm) and subsoil (20-40 cm) over periods of 6-14 years. Organic management had occurred for >9 years at the second sampling. On average there were most probably field level K-deficits. Even so, topsoil K-AL concentrations were medium high (65-155 mg K kg–1 soil), and did not decrease during the study period. However, for three farms, topsoil K-AL was approaching a minimum level determined by soil texture, where further decrease is slow. Subsoil K-AL concentrations were generally low (<65). The soils were mostly light-textured, and reserves of K-releasing soil minerals (illite) were low, never exceeding 6% of the mineral particles <2 mm diameter. Topsoil acid-soluble K concentrations were low (<300 mg K kg–1 soil) on two farms, medium (300–800) on three farms and decreased significantly on one farm. Cation-exchange capacity increased on two farms. This may indicate increased amount of expanded clay minerals caused by K-depletion. On self-sufficient organic dairy farms, purchased nutrients will be required by low soil nutrient reserves to avoid seriously decreased yields and quality of crops

Giving in Minnesota, 2011 Edition

The Minnesota Council on Foundations (MCF) has produced its Giving in Minnesota, 2011 Edition research report, the most comprehensive analysis of charitable giving in the state. The 2011 edition features Minnesota giving in 2009, the most recent time period for which complete data are available. The report includes information about overall giving by foundations, corporations and individuals in Minnesota, along with detailed grantmaking trends by the Giving in Minnesota sample, which is comprised of 100 of the states largest grantmakers based on grants paid

Giving in Minnesota, 2012 Edition

The Minnesota Council on Foundations (MCF) has produced its Giving in Minnesota, 2012 Edition research report, the most comprehensive analysis of charitable giving in the state. The 2012 edition features Minnesota giving in 2010, the most recent time period for which complete data are available. The report includes information about overall giving by foundations, corporations and individuals in Minnesota, along with detailed grantmaking trends by the Giving in Minnesota sample, which is comprised of 100 of the states largest grantmakers based on grants paid

2013 Outlook Report

To assess the outlook for grantmaking in Minnesota in 2013, Minnesota Council on Foundations conducted its annual Outlook survey, asking foundations and corporate giving programs to predict how their 2013 giving will compare to 2012. A total of 104 organizations responded, representing 75 percent of annual grantmaking in the state

Impact of nitrogenous fertilizers on carbonate dissolution in small agricultural catchments: Implications for weathering CO2 uptake at regional and global scales

The goal of this study was to highlight the occurrence of an additional proton-promoted weathering pathway of carbonate rocks in agricultural areas where N-fertilizers are extensively spread, and to estimate its consequences on riverine alkalinity and uptake of CO2 by weathering. We surveyed 25 small streams in the calcareous molassic Gascogne area located in the Garonne river basin (south-western France) that drain cultivated or forested catchments for their major element compositions during different hydrologic periods. Among these catchments, the Hay and the Montousse´, two experimental catchments, were monitored on a weekly basis. Studies in the literature from other small carbonate catchments in Europe were dissected in the same way. In areas of intensive agriculture, the molar ratio (Ca + Mg)/HCO3 in surface waters is significantly higher (0.7 on average) than in areas of low anthropogenic pressure (0.5). This corresponds to a decrease in riverine alkalinity, which can reach 80% during storm events. This relative loss of alkalinity correlates well with the NO3 content in surface waters. In cultivated areas, the contribution of atmospheric/soil CO2 to the total riverine alkalinity (CO2 ATM-SOIL/HCO3) is less than 50% (expected value for carbonate basins), and it decreases when the nitrate concentration increases. This loss of alkalinity can be attributed to the substitution of carbonic acid (natural weathering pathway) by protons produced by nitrification of Nfertilizers (anthropogenic weathering pathway) occurring in soils during carbonate dissolution. As a consequence of these processes, the alkalinity over the last 30 years shows a decreasing trend in the Save river (one of the main Garonne river tributaries, draining an agricultural catchment), while the nitrate and calcium plus magnesium contents are increasing. We estimated that the contribution of atmospheric/soil CO2 to riverine alkalinity decreased by about 7–17% on average for all the studied catchments. Using these values, the deficit of CO2 uptake can be estimated as up to 0.22–0.53 and 12–29 Tg1 yr1 CO2 on a country scale (France) and a global scale, respectively. These losses represent up to 5.7–13.4% and only 1.6–3.8% of the total CO2 flux naturally consumed by carbonate dissolution, for France and on a global scale, respectively. Nevertheless, this loss of alkalinity relative to the Ca + Mg content relates to carbonate weathering by protons from N-fertilizers nitrification, which is a net source of CO2 for the atmosphere. This anthropogenic CO2 source is not negligible since it could reach 6–15% of CO2 uptake by natural silicate weathering and could consequently partly counterbalance this natural CO2 sink

Developing online communities to support distance learning in secure environments

The UK Open University (OU) has successfully provided Higher Education (HE), through distance learning to students in prison, almost since its inception. This paper uses results from a recent qualitative study to discuss the learning process in a secure environment. It argues that the soft skills developed during the self-directed distance learning process are identity forming and discusses the social elements which support the learning. It highlights the major barriers to learning including the lack of access to the internet and explains two possible solutions which are being trialed to bridge the digital divide. It then introduces many of support networks and online learning communities which are developing within and around secure learning environments