Global mapping of iron and titanium oxides in the lunar megaregolith and subsurface

[Abstract]: This paper reports mapping results obtained by remote sensing analysis of Iron and Titanium oxides in the megaregolith under the lunar Highlands regolith and in the subsurface under the Mare and South Pole Aitken basin regolith. FeO and TiO2 images were mosaicked from data extracted from the 1994 Clementine lunar orbiter mission from 600 N to 600 S, using the Lucey et al. technique (2000). These images then used to study the ejecta blanket for each of 2059 craters analysed using ISIS software (US Geological Survey). Average weight percentage values for each crater ejecta blanket were interpolated to derive underlying global Province Maps for FeO and TiO2. The Moon was divided into five (5) provinces as a balance of the needs of analysis requirements and simplicity. Division of global TiO2 weight percentages in the megaregolith /subsurface five provinces was matching the observed distribution of that at the surface. In contrast, division of lunar FeO into 5 Provinces reveals unexpectedly elevated iron concentrations (3.8 to 6.4%) in some areas of the Highland megaregolith. This Province of elevated iron oxide is termed “Highland II”

The Time of Beauty

For Levinson, the Keats who thus suffers is our angel of history as described by Benjamin - face turned to the past, blown irresistibly into the future - and, in the later work especially, he reappears as the avenging angel who turns the instruments of domination against the culture that wields them.5 A postulate common in the boom years of the new historicism, best captured by Fredric Jameson's famous remark that "History is what hurts," maintained that the force of "history" is chiefly made manifest in forms of affective "hurt," trauma, and so forth.6 Where this is the case, the beautiful may signify no more than as the possibility of momentary consolation or the utopianism of a perpetually deferred redemption of time. Whether this work takes its cue from Newell Ford's description of Keatsian beauty as "prefigurati ve truth," Paul de Man's characterization of Keats's imagination as largely "prospective" in its orientation, or Patricia Parker's account of the "perpetual 'à venir in Keats," it is the forward-looking poet whose voice has most often been claimed for politics.7 Hazlitt's Essay on the Principles of Human Action furnishes a guidebook for the ethical dimensions of this self-divesting orientation towards futurity; the negatively capable chameleon poet is hailed as its literary embodiment

Mary A. Favret, War at a Distance: Romanticism and the Making of Modern Wartime: a Review

Mary Favret’s War at a Distance: Romanticism and the Making of Modern Wartime is a brilliant, beautifully written book on the experience of war in British Romantic writing. Offering intricate close readings of Cowper, Wordsworth, Austen, Coleridge, and others, Favret situates these canonical writers in relation to large historical contexts: writings in a prophetic mode by Robert Brothers and Captain Charles W. Pasley, 18th century weather history, and British paintings of colonial India, to name a few. Beyond the texts and images of the Romantic period. War at a Distance moves with impressive sweep between wartimes past and present, from the Revolution and Napoleonic conflicts of two centuries ago to the first and second Gulf Wars of the 20th and 21st centuries. War at a Distance is a stirring and powerful meditation on what it means to live in a time of war

Analysis of Lunar Basalt Flows in Oceanus Procellarum Using Clementine Data

Remote sensing analyses of data set taken by Clementine in 1994 permit new observations about mineral distribution on the lunar surface, basalt flow stratigraphy, and thus the geologic evolution of the Moon. The northern section of Oceanus Procellarum contains numerous impact craters which penetrated the basalt and thus can be used as natural probes to estimate the number and thicknesses of flows. I constructed a mosaic taken in three frequencies ( 415 nm, 750 nm, 950 nm), and a Ratio Image (750/415 = red, 750/950 = green, 415/750 = blue). On such an image, red indicates the iron-poor mature highland regolith and titanium-poor basalts; green, freshly exposed mafic surfaces; blue, titanium-rich basalts and immature (freshly exposed) highland regolith. Use of the iron mapping algorithm developed by Lucey et al. (1996) produced an Iron Image needed to identify the basalt strata exposed on crater walls. These images show that basalt flows in Oceanus Procellarum change in composition over time and that different basalt layers can be correlated over large areas based on their composition. The northern portion of the mare contains widespread titanium-rich mare basalt and is bounded on the West by highland that is covered by anorthositic regolith. In eastern Oceanus Procellarum, the large craters \u27 expose at least two basalt flows greater than 1 kilometre thick; a titanium-rich surface unit is underlain by a titanium-poor unit that itself is underlain by anorthositic basement. The western portion of the study area is covered by the titanium-poor basalt except where anorthosite crust protrudes or where craters punctured through to anorthosite basement. The titanium-rich basalts are estimated to be approximately 1 billion years old and the titanium-poor basalts, 3.3 billion years old. In northern Oceanus Procellarum (area of 525,000 square kilometres), the volume of basalt exceeds 240,000 cubic kilometres

The Assessment of Engineering Student Public Speaking Ability : What, How and Issues

This paper discusses the assessment of public speaking as a generic skill in engineering students. The assessment is far from a new topic however there are a few fundamental questions surrounding this generic skill that remain unclear and subject to a number of measurement issues. The paper commences on the premise that public speaking is actually a meta competence which sits in the middle of a hierarchy of skill definitions under the general umbrella of communication. Below it are skills such as: the ability to convey a technical subject to a lay audience; the ability to convey a technical subject to a technical audience; and a number of other variants. The paper then considers some of the issues with measuring it as a skill starting with why, as academics, we should measure it and what any statement of ability means. It looks at issues of measurement reliability and validity and some of the common sources of conscious and unconscious measurement bias. The paper will draw on the findings of 3 years experimental research at the University into the use of a marking rubric and how effective this is compared to the more common overall assessment methods. It will also report on the need for assessment of how well the student can defend their presentation and the more controversial question of whether, if a student shows complete incompetence in being able to defend their presentation whether they should pass or fail the overall presentation

Is Reflective Writing an Effective Peer Assessment tool for Students in Higher Education?

Today the ability to monitor and evaluate the performance of team members and identify their strengths and weaknesses is highly crucial in any organizational role. Higher Education Institutes (HEIs) are adopting different strategies in their teaching curricula and assessment methods to encourage the development of team management skills among graduates, one of which is peer assessment. It is an important component in the design of an effective learning environment in Higher Education (HE) and for promoting a strong participatory and collaborative culture among students. It provides students with a platform to not only engage with the HE learning process but also to learn from each other by receiving and giving critical feedback. Reflective writing in HE offers a flexible platform for students to discuss the contributions made by peers in teamwork however, not many researchers have looked at its potential as a peer assessment tool. This study addresses this gap by using the case study of the MSc Engineering Management (EM) programme at York (UK). Using the method of content analysis, this study looks at the quality of peer assessment and the skills gap analysis demonstrated in the reflective assignments students undertake in one of the modules. The findings show the viability and potential of this method for building peer assessment skills. It eliminates some of the limitations like bias among students usually encountered in other peer assessment tools. It also helps in skills gap analysis and for understanding group dynamics in teamwork. Students should therefore, be encouraged to seek the application of such tools for skills analysis, to build up confidence in peer assessment and boosting employability factors

Comparing Active and Didactic Pedagogies in Electronic Engineering

A passive, didactic style of teaching has historically been common for large cohort engineering teaching in Higher Education. By contrast active teaching designed to engage learners directly is predominantly carried out using smaller class sizes and is often used in workshops standardly involving some form of laboratory or practical element. This thesis evaluates the viability of employing an active rather than a passive teaching pedagogy for large engineering cohorts in higher education. It builds from the model of ‘curiosity-based learning’ as previously deployed by the author for small engineering groups and utilises the ‘flipped classroom’ model as the choice of active teaching pedagogy. However, rather than use changes in summative results to measure the effects as most flipped classroom models do, the research was designed to evaluate changes in learner’s views in a number of categories. The categories tested included the importance of knowledge, skills and improvement, preferred learning and thinking style, self-esteem and self-efficacy. Results indicate some support for an impact on a learner’s desire to learn through improved curiosity and that a learner’s preferred learning style can be affected although this may be slanted towards improved teaching practice rather than directly to learning style. There was no support for any changes to a learner’s preferred thinking style but belief in a learner’s current abilities (self-esteem) is partially supported. There is more support for a rise in a learner’s self-efficacy such that they take more responsibility for their learning when exposed to active teaching – a key issue for budding engineers. However, there is evidence that active teaching must take place in the correct context and that learners are affected by the amount of additional study needed to prepare for lessons leading to a reluctance to engage fully in debate. Interestingly, there could be a flipside to this reluctance because the ‘fear of contributing’ to class discussion is seen to reduce. Importantly, the study found that females showed more realism in their expectations of their own capabilities and willingness to take on more responsibility for their own learning when exposed to active teaching. There are also indications that students plan, organise and question more effectively when learning in an active teaching environment. These results have implications for choice of pedagogical model and curricular design and indicate both the limitations and potentials of extending active teaching and learning from smaller to larger cohorts

Statin use and risk of community acquired pneumonia in older people: population based case-control study

Objective To test the hypothesis that hydroxymethyl glutaryl coenzyme A reductase inhibitors (statins) may decrease the risk of community acquired pneumonia

The role of dispositional reinvestment in choking during decision-making tasks in sport

This thesis examines the moderating effect of dispositional reinvestment upon ‘choking’ in cognitive based tasks such as decision-making. Study 1 tested sixty-three participants’ performances on low- and high-complexity tests of motor skill, psychomotor skill and working memory under low- and high-pressure conditions. The association between reinvestment and choking was shown to extend beyond the motor skill domain to cognitive tasks, particularly those that tax working memory, with task complexity moderating this relationship. Next, a psychometric scale to identify individuals more susceptible to impaired decision-making under pressure was developed. A 13-item decision-specific version of the Reinvestment Scale (Masters, Polman, & Hammond, 1993) measuring an individual’s propensity to engage in conscious control and manifestations of ruminative thoughts emerged following factor analysis. Initial assessment of the scale’s predictive validity showed scores were highly correlated with coaches’ ratings of players’ tendency to choke. The final two studies examined choking using sport specific decision-making tasks. Initial findings were inconclusive, as choking was not observed. It was suggested the task lacked the sufficient cognitive demands to induce reinvestment. The last study, manipulating task complexity, found dispositional reinvestment to be associated with choking in the high complexity condition. The Decision-Specific Reinvestment Scale was also shown to be a better predictor of choking than the original scale. Overall, support was found for the hypothesis that Reinvestment is detrimental to performance under pressure in cognitive based tasks; however may not be the sole cause of disrupted performance. Masters and Maxwell’s (2004) concept of a working memory based explanation and Mullen and Hardy (2000) attentional threshold hypothesis offer a potential explanation to the findings.EThOS - Electronic Theses Online ServiceGBUnited Kingdo