Glacial geomorphology of the northern Kivalliq region, Nunavut, Canada, with an emphasis on meltwater drainage systems

This paper presents a glacial geomorphological map of glacial lineations, ribbed terrain, moraines, meltwater channels (subglacial and ice-marginal/proglacial), eskers, glaciofluvial deposits, ice-contact outwash fans and deltas and abandoned shorelines on the bed of the former Laurentide Ice Sheet in northern Canada. Mapping was compiled from satellite imagery and digital elevation data and landforms were digitised directly into a Geographical Information System. The map reveals a complex glacial history characterised by multiple ice-flow events, including fast-flowing ice-streams. Moraines record a series of pauses or re-advances during overall SE retreat towards the Keewatin Ice Divide. The distribution of subglacial meltwater landforms indicates that several distinctive scales and modes of drainage system operated beneath the retreating ice sheet. This includes a large (>100 km) integrated network of meltwater channels, eskers, ice-contact outwash fans and deltas and glaciofluvial deposits that originates at the northern edge of Aberdeen Lake. The map comprises zone 66 of the Canadian National Topographic System, which encompasses an area of 160,000 km2. It is presented at a scale of 1:500,000 and is designed to be printed at A0 size

X-ray Phase-Resolved Spectroscopy of PSRs B0531+21, B1509-58, and B0540-69 with RXTE

The Rossi X-ray Timing Explorer ({\sl RXTE}) has made hundreds of observations on three famous young pulsars (PSRs) B0531+21 (Crab), B1509-58, and B0540-69. Using the archive {\sl RXTE} data, we have studied the phase-resolved spectral properties of these pulsars in details. The variation of the X-ray spectrum with phase of PSR B0531+21 is confirmed here much more precisely and more details are revealed than the previous studies: the spectrum softens from the beginning of the first pulse, turns to harden right at the pulse peak and becomes the hardest at the bottom of the bridge, softens gradually until the second peak, and then softens rapidly. Different from the previous studies, we found that the spectrum of PSR B1509-58 is significantly harder in the center of the pulse, which is also in contrast to that of PSR B0531+21. The variation of the X-ray spectrum of PSR B0540-69 seems similar to that of PSR B1509-58, but with a lower significance. Using the about 10 years of data span, we also studied the real time evolution of the spectra of these pulsars, and no significant evolution has been detected. We have discussed about the constraints of these results on theoretical models of pulsar X-ray emission.Comment: 42 pages, 24 figure

Prediction of melt depth in selected architectural materials during high power diode laser treatment

The development of an accurate analysis procedure for many laser applications, including the surface treatment of architectural materials, is extremely complicated due to the multitude of process parameters and materials characteristics involved. A one-dimensional analytical model based on Fourier’s law, with quasi-stationary situations in an isotropic and inhomogeneous workpiece with a parabolic meltpool geometry being assumed, was successfully developed. This model, with the inclusion of an empirically determined correction factor, predicted high power diode laser (HPDL) induced melt depths in clay quarry tiles, ceramic tiles and ordinary Portland cement (OPC) that were in close agreement with those obtained experimentally. It was observed, however, that as the incident laser line energy increased (>15 W mm-1 s-1/2), the calculated and the experimental melt depths began to diverge at an increasing rate. It is believed that this observed increasing discrepancy can be attributed to the fact the model developed neglects sideways conduction which, although it can be reasonably neglected at low energy densities, becomes significant at higher energy densities since one-dimensional heat transfer no longer holds true

Where is my time? Identifying productive time of lifelong learners for effective feedback services

Lifelong learners are confronted with a broad range of activities they have to manage every day. In most cases they have to combine learning, working, family life and leisure activities throughout the day. Hence, learning activities from lifelong learners are disrupted. The difficulty to find a suitable time slot to learn during the day has been identified as the most frequent cause. In this scenario mobile technologies play an important role since they can keep track of the most suitable moments to accomplish specific learning activities in context. Sampling of learning preferences on mobile devices are key benchmarks for lifelong learners to become aware on which learning task suits in which context, set realistic goals and set aside time to learn on a regular basis. The contribution of this manuscript is twofold: first, a classification framework for modelling lifelong learners’ preferences is presented based on a literature review; second, a mobile application for experience sampling is piloted aiming to identify which are the preferences from lifelong learners regarding when, how and where learning activities can be integrated. Both framework and pilot provide an important scaffold for lifelong learners to identify productive times during the day with mobile technologies.NELL

What young people want from health-related online resources: a focus group study

The growth of the Internet as an information source about health, particularly amongst young people, is well established. The aim of this study was to explore young people's perceptions and experiences of engaging with health-related online content, particularly through social media websites. Between February and July 2011 nine focus groups were facilitated across Scotland with young people aged between 14 and 18 years. Health-related user-generated content seems to be appreciated by young people as a useful, if not always trustworthy, source of accounts of other people's experiences. The reliability and quality of both user-generated content and official factual content about health appear to be concerns for young people, and they employ specialised strategies for negotiating both areas of the online environment. Young people's engagement with health online is a dynamic area for research. Their perceptions and experiences of health-related content seem based on their wider familiarity with the online environment and, as the online environment develops, so too do young people's strategies and conventions for accessing it

Internet use

Children’s use of the internet has been increasing tremendously in the past decade. Prevalence rates of children’s online time, devices and activities are outlined. Some insight is offered into digital divides by geographic region and socioeconomic circumstances. A typology of online opportunities and risks for children is presented, followed by a brief discussion of online risks, concluding with theoretical models proposing approaches to identify risk and resilience factors with regards to children’s internet use

3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed

Stimulating the innovation potential of 'routine' workers through workplace learning

Governments worldwide seek to upgrade the ‘basic skills' of employees deemed to have low literacy and numeracy, in order to enable their greater productivity and participation in workplace practices. A longitudinal investigation of such interventions in the United Kingdom has examined the effects on employees and on organizations of engaging in basic skills programmes offered in and through the workplace. ‘Tracking’ of employees in selected organizational contexts has highlighted ways in which interplay between formal and informal workplace learning can help to create the environments for employees in lower grade jobs to use and expand their skills. This workplace learning is a precondition, a stimulus and an essential ingredient for participation in employee-driven innovation, as workers engage with others to vary, and eventually to change, work practices. © 2010, SAGE Publications. All rights reserved