Anomalous thermal maturities caused by carbonaceous sediments

Sedimentary rocks such as coal and carbonaceous mudstone which contain abundant carbonaceous matter are characterized by thermal conductivity much lower than that exhibited by other common rock types, by a factor of 5–10. As a result, temperature gradients in such sediments can range up to 0.25 °Cm -1 even under conditions of average heat flow. When such steep gradients extend over a significant sedimentary thickness, temperatures of underlying rock units are elevated, causing both organic and inorganic phases to record what seem to be anomalously high levels of thermal maturity. This carbonaceous blanket insulating effect may help to explain unusual levels of maturity observed at shallow depths in the Appalachian Basin, Michigan Basin and other regions of the world with significant carbonaceous strata.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73579/1/j.1365-2117.1994.tb00074.x.pd

Household-level risk factors for secondary influenza-like illness in a rural area of Bangladesh

This article is made available for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.Objective To describe household‐level risk factors for secondary influenza‐like illness (ILI), an important public health concern in the low‐income population of Bangladesh. Methods Secondary analysis of control participants in a randomised controlled trial evaluating the effect of handwashing to prevent household ILI transmission. We recruited index‐case patients with ILI – fever (<5 years); fever, cough or sore throat (≥5 years) – from health facilities, collected information on household factors and conducted syndromic surveillance among household contacts for 10 days after resolution of index‐case patients’ symptoms. We evaluated the associations between household factors at baseline and secondary ILI among household contacts using negative binomial regression, accounting for clustering by household. Results Our sample was 1491 household contacts of 184 index‐case patients. Seventy‐one percentage reported that smoking occurred in their home, 27% shared a latrine with one other household and 36% shared a latrine with >1 other household. A total of 114 household contacts (7.6%) had symptoms of ILI during follow‐up. Smoking in the home (RRadj 1.9, 95% CI: 1.2, 3.0) and sharing a latrine with one household (RRadj 2.1, 95% CI: 1.2, 3.6) or >1 household (RRadj 3.1, 95% CI: 1.8–5.2) were independently associated with increased risk of secondary ILI. Conclusion Tobacco use in homes could increase respiratory illness in Bangladesh. The mechanism between use of shared latrines and household ILI transmission is not clear. It is possible that respiratory pathogens could be transmitted through faecal contact or contaminated fomites in shared latrines

Computer-based technology and student engagement: a critical review of the literature

Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes. The purpose of this article is to present a critical review of the literature from the past 5 years related to how web-conferencing software, blogs, wikis, social networking sites (Facebook and Twitter), and digital games influence student engagement. We prefaced the findings with a substantive overview of student engagement definitions and indicators, which revealed three types of engagement (behavioral, emotional, and cognitive) that informed how we classified articles. Our findings suggest that digital games provide the most far-reaching influence across different types of student engagement, followed by web-conferencing and Facebook. Findings regarding wikis, blogs, and Twitter are less conclusive and significantly limited in number of studies conducted within the past 5 years. Overall, the findings provide preliminary support that computer-based technology influences student engagement, however, additional research is needed to confirm and build on these findings. We conclude the article by providing a list of recommendations for practice, with the intent of increasing understanding of how computer-based technology may be purposefully implemented to achieve the greatest gains in student engagement. © 2017, The Author(s)

Considerations for the development of Computer-assisted Language Learning (CALL) teacher training course: a practical experience from a CALL course development in Indonesia

The need for technology training for teachers will keep on growing in line with the development of technology itself. Although technology nowadays is more and more user friendly and may need no specific training on how to use it, teachers need to possess the knowledge that underpins the idea of using it for teaching and learning process. Teachers need to have solid pedagogical knowledge on how to use the technology to deliver contents to their students. Therefore, a technology-training course for teachers is always necessary. This paper presents the partial results of a design based study/research (DBR) on the development of online technology training for teachers with focus on CALL in Indonesia. Questions regarding factors affecting online CALL course and ways to improve the course in terms of training materials, activities, as well as the administration of the training are addressed in the study. Based on the study, some considerations on how to design such technology-training course are proposed. The considerations are ranging from aspects associated with technology competence for teacher standards, constructivism in online learning, adult learning theory, online instructional models, the technology, pedagogy and content knowledge (TPACK) framework and open educational resources (OER). Information regarding those aspects will be useful to assist other CALL teacher training course developers later to inform their decision in the development of the course which is based on a good theoretical understanding as well as highly practical in learning activitie

Rule learning: Ordinal prediction based on rough sets and soft-computing

AbstractThis work promotes a novel point of view in rough set applications: rough sets rule learning for ordinal prediction is based on rough graphical representation of the rules. Our approach tackles two barriers of rule learning. Unlike in typical rule learning, we construct ordinal prediction with a mathematical approach, rough sets, rather than purely rule quality measures. This construction results in few but significant rules. Moreover, the rules are given in terms of ordinal predictions rather than as unique values. This study also focuses on advancing rough sets theory in favor of soft-computing. Both theoretical and a designed architecture are presented. The features of our proposed approach are illustrated using an experiment in survival analysis. A case study has been performed on melanoma data. The results demonstrate that this innovative system provides an improvement of rule learning both in computing performance for finding the rules and the usefulness of the derived rules

Using role-play for expert science communication with professional stakeholders in flood risk management

This paper explores role-play pedagogies in learning and communicating about cutting-edge flood science by flood risk management professionals in local government. It outlines role-play process/structure and evaluates participant perceptions of their learning experiences. Issues were impacts of prior role-play experience on attitudes brought to learning, work hierarchies that affected co-learning and wide diversity in learners' prior knowledge/skills. Key skills perceived as developed were analytical and strategic use of flood science, and increased confidence in science communication. Feedback has implications for role-play pedagogies in teaching geography in Higher Education, in settings of increased learner diversity and in mirroring pedagogies in future workplaces. © 2014 © 2014 Taylor & Francis