Nature of the Coast Batholith, Southeastern Alaska: Are there Archean analogs

The comparison of Phanerozoic Andean margins and their possible Archean analogs was made. Geochemical and isotopic data was presented for the episodic intrusion of the elongate, continental margin Coast batholith of southeastern Alaska and British Columbia. The batholith was characterized as having been formed in direct response to subduction in accreted terranes of oceanic or slope origin. It was concluded that there were good analogs of the Coast batholith in Archean plutonic suites

Methods Matter: Beating the Backward Clock

In “Beat the (Backward) Clock,” we argued that John Williams and Neil Sinhababu’s Backward Clock Case fails to be a counterexample to Robert Nozick’s or Fred Dretske’s Theories of Knowledge. Williams’ reply to our paper, “There’s Nothing to Beat a Backward Clock: A Rejoinder to Adams, Barker and Clarke,” is a further attempt to defend their counterexample against a range of objections. In this paper, we argue that, despite the number and length of footnotes, Williams is still wrong

Beat the (Backward) Clock

In a recent very interesting and important challenge to tracking theories of knowledge, Williams & Sinhababu claim to have devised a counter-example to tracking theories of knowledge of a sort that escapes the defense of those theories by Adams & Clarke. In this paper we will explain why this is not true. Tracking theories are not undermined by the example of the backward clock, as interesting as the case is

The contructivist paradigm and some implications for science content and pedagogy

Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching and learning. This alternative view of science concepts as human constructs, scrutinised by application of the rules of the game of science, raises many challenges for teachers. Reconceptualisation of teachers' views of the nature of science and of learning in science is important for a constructivist pedagogy. We argue here that open discussion of the 'rules of the game' of science would contribute to better learning in the classroom, since learners would be better equipped to change their existing concepts by knowing more about the nature of science itself

Ground motion prediction at gravitational wave observatories using archival seismic data

Gravitational wave observatories have always been affected by tele-seismic earthquakes leading to a decrease in duty cycle and coincident observation time. In this analysis, we leverage the power of machine learning algorithms and archival seismic data to predict the ground motion and the state of the gravitational wave interferometer during the event of an earthquake. We demonstrate improvement from a factor of 5 to a factor of 2.5 in scatter of the error in the predicted ground velocity over a previous model fitting based approach. The level of accuracy achieved with this scheme makes it possible to switch control configuration during periods of excessive ground motion thus preventing the interferometer from losing lock. To further assess the accuracy and utility of our approach, we use IRIS seismic network data and obtain similar levels of agreement between the estimates and the measured amplitudes. The performance indicates that such an archival or prediction scheme can be extended beyond the realm of gravitational wave detector sites for hazard-based early warning alerts.Comment: 10 pages, 7 figures; matches published versio