The Decomposition Kinetics of Solids Thermodynamic Evidence for the Enthalpy Driven Cooling of Reaction Environment Part 2

The analysis of non-isothermal kinetic data for the decomposition of calcium carbonate, CaC03 (s) ~ CaO (s) + C02 (g) in flowing nitrogen, shows that the decomposition of solids is accompanied by self-cooling/heating of the reaction environment depending on the sample mass and heating rate. The correctness of the kinetic model is established by the calculation of the enthalpy change of the reaction. This is the thermodynamic evidence of endothermic enthalpy driven cooling of the reaction environment. The enthalpy change LJH = 179.33 kJmol-1 estimated from this work for the dissociation of CaC03 is in agreement with LJH = 179.17 kJmol-1 derived from the enthalpies of formation of the reaction components. The results support the mechanism suggesting heat transport to be the rate-limiting step

Investigating the extent to which mobile phones reduce knowledge transfer barriers in student project teams

Group learning plays a key role in the transfer of knowledge. In institutions of learning, it enhances students’ understanding, critical thinking, integration of knowledge and knowledge sharing. However, the transfer of knowledge in group projects is often impeded by factors such as time and budget constraints, individual and social barriers, and a lack of motivation. Institutions of learning are increasingly adopting information and communication technologies (e.g. mobile technologies) to provide solutions to the challenges facing them. Whilst the integration of the mobile context and technologies in learning environment has been encouraged over the years, and indeed many students today can use mobile phones, the effectiveness of these technologies in reducing impediments to knowledge transfer in group learning has not been investigated. This study investigated the extent to which mobile phones reduce the barriers to knowledge transfer in project groups. The impediments examined include the nature of knowledge, social barriers, lack of time and lack of motivation. Quantitative and qualitative approaches were used to collect and analyse the data. The sample consisted of 85 students engaged in group projects in the departments of Information Systems, Civil Engineering, Computer Science and Construction Engineering. The results show that mobile phones reduce all four knowledge transfer barriers investigated in the project groups. We found no significant difference in the nature of knowledge shared by teams with weak and strong ties. This suggests that teams with weak social ties who normally experience difficulty sharing complex (tacit) knowledge can easily do so with the aid of mobile facilities. In addition, frequent users of mobile phones were motivated to share explicit knowledge with their peers whilst those who often work with tacit knowledge could convert it to explicit form and share it with others. Mobile features like short messaging service and multimedia messaging service (SMS & MMS or what some people refer to as ‘texting’), and email were mainly used to share knowledge and were perceived to reduce knowledge transfer time more than voice facilities. Our findings indicate that most students do not utilise the affordances of mobile phones for tacit knowledge transfer. Sharing of tacit knowledge needs to be encouraged since it allows individuals to achieve personal goals and may lead to effective management of oneself, other people and tasks. In addition, students do not appear to recognise the role of mobile phones in enhancing knowledge transfer. More awareness of this role needs to be created in institutions of learning in order to improve group learning and student performance

Session 3 - What are concepts or conditions of success for a networked VET learning and teaching (oriented on competence, working practice, flexible, etc.) and especially for a networked Further Education system in VET?

Session 3 Concepts or conditions of success for networked VET learning and teaching, especially for Further Education. Participants presented their concepts and conditions of success for a competence-based and networked VET Education and Further Education. Following the theoretical approaches of sessions 1 and 2, session 3 presents ideas and models for Further Education concepts that were tested in practice. They come from nine African universities and one German university. The authors provide supportive and obstructive factors for competence-oriented Further Education in VET

Being Ready to Treat Ebola Virus Disease Patients

As the outbreak of Ebola virus disease (EVD) in West Africa continues, clinical preparedness is needed in countries at risk for EVD (e.g., United States) and more fully equipped and supported clinical teams in those countries with epidemic spread of EVD in Africa. Clinical staff must approach the patient with a very deliberate focus on providing effective care while assuring personal safety. To do this, both individual health care providers and health systems must improve EVD care. Although formal guidance toward these goals exists from the World Health Organization, Medecin Sans Frontières, the Centers for Disease Control and Prevention, and other groups, some of the most critical lessons come from personal experience. In this narrative, clinicians deployed by the World Health Organization into a wide range of clinical settings in West Africa distill key, practical considerations for working safely and effectively with patients with EVD

Ebola: missed opportunities for Europe-Africa research

The current unprecedented Ebola virus disease outbreak in parts of west Africa, which has caused more than 11 200 deaths, has emphasised how the medical and scientific communities lack specific pathways for tackling relevant logistical, design, and ethical issues for assessment of novel diagnostics, treatments, and vaccines through implementation of appropriate clinical trials.1,2 The phenomenal outbreak arose because of several weaknesses in local, regional, and international public health responses, which delayed provision and implementation of effective interventions

Uganda's experience in Ebola virus disease outbreak preparedness, 2018-2019.

BACKGROUND: Since the declaration of the 10th Ebola Virus Disease (EVD) outbreak in DRC on 1st Aug 2018, several neighboring countries have been developing and implementing preparedness efforts to prevent EVD cross-border transmission to enable timely detection, investigation, and response in the event of a confirmed EVD outbreak in the country. We describe Uganda's experience in EVD preparedness. RESULTS: On 4 August 2018, the Uganda Ministry of Health (MoH) activated the Public Health Emergency Operations Centre (PHEOC) and the National Task Force (NTF) for public health emergencies to plan, guide, and coordinate EVD preparedness in the country. The NTF selected an Incident Management Team (IMT), constituting a National Rapid Response Team (NRRT) that supported activation of the District Task Forces (DTFs) and District Rapid Response Teams (DRRTs) that jointly assessed levels of preparedness in 30 designated high-risk districts representing category 1 (20 districts) and category 2 (10 districts). The MoH, with technical guidance from the World Health Organisation (WHO), led EVD preparedness activities and worked together with other ministries and partner organisations to enhance community-based surveillance systems, develop and disseminate risk communication messages, engage communities, reinforce EVD screening and infection prevention measures at Points of Entry (PoEs) and in high-risk health facilities, construct and equip EVD isolation and treatment units, and establish coordination and procurement mechanisms. CONCLUSION: As of 31 May 2019, there was no confirmed case of EVD as Uganda has continued to make significant and verifiable progress in EVD preparedness. There is a need to sustain these efforts, not only in EVD preparedness but also across the entire spectrum of a multi-hazard framework. These efforts strengthen country capacity and compel the country to avail resources for preparedness and management of incidents at the source while effectively cutting costs of using a "fire-fighting" approach during public health emergencies

New filovirus disease classification and nomenclature.

The recent large outbreak of Ebola virus disease (EVD) in Western Africa resulted in greatly increased accumulation of human genotypic, phenotypic and clinical data, and improved our understanding of the spectrum of clinical manifestations. As a result, the WHO disease classification of EVD underwent major revision

Investigating the extent to which mobile phones reduce Knowledge Transfer barriers in Student Project Teams

Group learning plays a key role in the transfer of knowledge. In institutions of learning, it enhances students’ understanding, critical thinking, integration of knowledge and knowledge sharing. However, the transfer of knowledge in group projects is often impeded by factors such as time and budget constraints, individual and social barriers, and a lack of motivation.<p>Institutions of learning are increasingly adopting information and communication technologies (e.g. mobile technologies) to provide solutions to the challenges facing them. Whilst the integration of the mobile context and technologies in learning environment has been encouraged over the years, and indeed many students today can use mobile phones, the effectiveness of these technologies in reducing impediments to knowledge transfer in group learning has not been investigated.</p><p>This study investigated the extent to which mobile phones reduce the barriers to knowledge transfer in project groups. The impediments examined include the nature of knowledge, social barriers, lack of time and lack of motivation. Quantitative and qualitative approaches were used to collect and analyse the data. The sample consisted of 85 students engaged in group projects in the departments of Information Systems, Civil Engineering, Computer Science and Construction Engineering.</p><p>The results show that mobile phones reduce all four knowledge transfer barriers investigated in the project groups. We found no significant difference in the nature of knowledge shared by teams with weak and strong ties. This suggests that teams with weak social ties who normally experience difficulty sharing complex (tacit) knowledge can easily do so with the aid of mobile facilities. In addition, frequent users of mobile phones were motivated to share explicit knowledge with their peers whilst those who often work with tacit knowledge could convert it to explicit form and share it with others. Mobile features like short messaging service and multimedia messaging service (SMS &amp; MMS or what some people refer to as ‘texting’), and email were mainly used to share knowledge and were perceived to reduce knowledge transfer time more than voice facilities.</p><p>Our findings indicate that most students do not utilise the affordances of mobile phones for tacit knowledge transfer. Sharing of tacit knowledge needs to be encouraged since it allows individuals to achieve personal goals and may lead to effective management of oneself, other people and tasks. In addition, students do not appear to recognise the role of mobile phones in enhancing knowledge transfer. More awareness of this role needs to be created in institutions of learning in order to improve group learning and student performance.</p

The Decomposition Kinetics of Solids Part 1: Variation of the Kinetics Parameters

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The Political Economy of Revenue-Forecasting Experience From Low-Income Countries

This paper analyzes interference and timeliness in the revenue-forecasting process, using new data on revenue-forecasting practices in low-income countries. Interference is defined as the occurrence of a significant deviation from purely technical forecasts. A theoretical model explains forecasting interference through government corruption. The data broadly supports the model, and the results are robust to alternative explanations. The paper also constructs three indices-transparency, formality, and organizational simplicity-that characterize revenue-forecasting practices, and assesses their effectiveness in producing an upfront-that is, timely-budget envelope. More transparent and simple forecasting processes lead to early budget constraints, while formality has no measurable effect.Revenues;Economic forecasting;Forecasting models;forecasting, revenue forecast, survey, revenue forecasting, budget preparation, statistics, budget submission, budget document, correlation, instrumental variable, budget preparation process, government agencies, budget planning, budget estimates, probability, prediction, estimation method, sample mean, budget formulation, budget management, budget circular, sample size, budget coverage, extrapolations, budget envelope, government revenue, budget practices, budget allocations, public finances, budget targets, statistical correlation, standard deviations, local government revenue, extrapolation, government accounts, budget reforms, empirical measure, missing data, probabilities, budget discussions, budget preparations, budget preparation cycle, budget formulation process, surveys, dummy variables, government agency