Improved sample size determination for attributes and variables sampling

Earlier INMM papers have addressed the attributes/variables problem and, under conservative/limiting approximations, have reported analytical solutions for the attributes and variables sample sizes. Through computer simulation of this problem, we have calculated attributes and variables sample sizes as a function of falsification, measurement uncertainties, and required detection probability without using approximations. Using realistic assumptions for uncertainty parameters of measurement, the simulation results support the conclusions: (1) previously used conservative approximations can be expensive because they lead to larger sample sizes than needed; and (2) the optimal verification strategy, as well as the falsification strategy, are highly dependent on the underlying uncertainty parameters of the measurement instruments. 1 ref., 3 figs

Environmental considerations for subseabed geological storage of CO2: a review

Many countries are now using or investigating offshore geological storage of CO2 as a means to reduce atmospheric CO2 emissions. Although associated research often focuses on deep-basin geology (e.g. seismic, geomagnetics), environmental data on the seabed and shallow subseabed is also crucial to (1) detect and characterise potential indicators of fluid seeps and their potential connectivity to targeted storage reserves, (2) obtain baseline environmental data for use in future monitoring, and (3) acquire information to facilitate an improved understanding of ecosystem processes for use in impact prediction. This study reviews the environmental considerations, including potential ecological impacts, associated with subseabed geological storage of CO2. Due to natural variations in CO2 levels in seafloor sediments, baseline CO2 measurements and knowledge of physical–chemical processes affecting the regional distribution of CO2 and pH are critical for the design of appropriate monitoring strategies to assess potential impacts of CO2 seepage from subseabed storage reservoirs. Surficial geological and geophysical information, such as that acquired from multibeam sonar and sub-bottom profiling, can be used to investigate the connectivity between the deep reservoirs and the surface, which is essential in establishing the reservoir containment properties. CO2 leakage can have a pronounced effect on sediments and rocks which in turn can have carryover effects to biogeochemical cycles. The effects of elevated CO2 on marine organisms are variable and species-specific but can also have cascading effects on communities and ecosystems, with marine benthic communities at some natural analogue sites (e.g. volcanic vents) showing decreased diversity, biomass, and trophic complexity. Despite their potential applications, environmental surveys and data are still not a standard and integral part of subseabed CO2 storage projects. However, the habitat mapping and seabed characterisation methodology that underpins such surveys is well developed and has a strong record of providing information to industry and decision makers. This review provides recommendations for an integrated and interdisciplinary approach to offshore geological storage of CO2, which will benefit national programs and industry and will be valuable to researchers in a broad range of disciplines

Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This in turn will inform our understanding of the ‘middle way’ in recognising cognitive learning styles , associated cultural context, and the implications to digital pedagogy equity