952 research outputs found

    An Examination of the Relationships Between Catatonia and Manic-Depressive Disease

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    Responsible Data Science for Genocide Prevention

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    The term genocide emerged out of an effort to describe mass atrocities committed in the first half of the 20th century. Despite a convention of the United Nations outlawing genocide as a matter of international law, the problem persists. Some organizations (including the United Nations) are developing indicator frameworks and “early-warning” systems that leverage data science to produce risk assessments of countries where conflict is present. These tools raise questions about responsible data use, specifically regarding the data sources and social biases built into algorithms through their training data. This essay seeks to engage mathematicians in discussing these concerns

    Reading Self-Efficacy in Early Adolescence: Which Measure Works Best?

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    The purpose of this dissertation is to investigate the relationship between self-efficacy and reading achievement and to examine the predictive validity of a variety of reading self-efficacy measures in a sample of 364 students in Grades 4 to 6. Mean differences in self-efficacy were also examined by gender, ethnicity, and school type. Results suggested that the four measures of reading self-efficacy were psychometrically sound. Mean differences were not present for students based on gender or ethnicity. Elementary school students reported higher levels of reading test self-efficacy than did middle school students. Reading self-efficacy predicted reading performance as measured by four different outcomes (i.e., language arts grades, scores on a standardized reading test, teacher ratings of students’ reading competence, and daily minutes read). For these analyses, the type of reading self-efficacy that most closely corresponded with the performance outcome was the best predictor. These findings suggest that reading self-efficacy is best measured in a context-specific manner

    Modern Analytical Facilities 2. A Review of Quality Assurance and Quality Control (QA/QC) Procedures for Lithogeochemical Data

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    Quality assurance and quality control (QA/QC) are critical components of modern analytical geochemistry.  A properly constructed QA/QC program identifies both the source of analytical error and provides a means of establishing confidence in and assessing limitations of analytical data. A QA/QC program involves monitoring precision, accuracy, and potential contamination from sampling to analysis.  Precision can be monitored via the systematic insertion of sample, pulp, and analytical duplicates, and reference materials; the resulting data are subsequently evaluated using scatterplots, statistical tests (e.g. % relative standard deviation), Thompson-Howarth plots, and the average coefficient of variation (CVavg (%)).  Accuracy is determined through the submission of reference materials and monitored using statistical tests (e.g. % relative difference, t-test) and Shewart control charts.   Blanks test contamination and results are monitored using Shewart control charts.SOMMAIREL'assurance de la qualitĂ© et le contrĂŽle de la qualitĂ© (AQ-CQ) sont deux composantes essentielles Ă  la gĂ©ochimie analytique moderne.  Un programme AQ-CQ bien conçu dĂ©fini Ă  la fois la source de l'erreur d'analyse et un moyen d'Ă©tablir la confiance et d’évaluer les limites des donnĂ©es analytiques.  Un programme AQ-CQ comprend le contrĂŽle de la prĂ©cision, de l'exactitude et de la contamination potentielle, de l'Ă©tape d’échantillonnage Ă  l'analyse.  La prĂ©cision peut ĂȘtre contrĂŽlĂ©e via l'insertion systĂ©matique d'Ă©chantillon, de pulpes, et de doublons d'analyse, et de matĂ©riaux de rĂ©fĂ©rence; les donnĂ©es obtenues sont ensuite Ă©valuĂ©es en utilisant des diagrammes de dispersion, des tests statistiques (pourcentage d’écart type relatif, par ex.), des courbes de Thompson-Howarth, et des  coefficients de variation moyens (CVm %).  La prĂ©cision est dĂ©terminĂ©e par la soumission de documents de rĂ©fĂ©rence et de contrĂŽle par des tests statistiques (diffĂ©rence relative en %, t-test, par ex.) et des graphiques de contrĂŽle de Shewhart.  La contamination d’essais Ă  blanc et les rĂ©sultats sont contrĂŽlĂ©s par des graphiques de contrĂŽle Shewhart

    Multiple sulphur and lead sources recorded in hydrothermal exhalites associated with the Lemarchant volcanogenic massive sulphide deposit, central Newfoundland, Canada

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    This research is funded by the Canadian Mining Research Organization (CAMIRO) and an NSERC CRD grant. Research is also funded by the NSERC-Altius Industrial Research Chair in Mineral Deposits, funded by NSERC, Altius Resources Inc. and the Development Corporation of Newfoundland and Labrador.Metalliferous sedimentary rocks (mudstones, exhalites) associated with the Cambrian precious metal-bearing Lemarchant Zn-Pb-Cu-Au-Ag-Ba volcanogenic massive sulphide (VMS) deposit, Tally Pond volcanic belt, precipitated both before and after VMS mineralization. Sulphur and Pb isotopic studies of sulphides within the Lemarchant exhalites provide insight into the sources of S and Pb in the exhalites as a function of paragenesis and evolution of the deposit and subsequent post-depositional modification. In situ S isotope microanalyses of polymetallic sulphides (euhedral and framboidal pyrite, anhedral chalcopyrite, pyrrhotite, galena and euhedral arsenopyrite) by secondary ion mass spectrometry (SIMS) yielded ÎŽ34S values ranging from −38.8 to +14.4 ‰, with an average of ∌ −12.8 ‰. The ÎŽ34S systematics indicate sulphur was predominantly biogenically derived via microbial/biogenic sulphate reduction of seawater sulphate, microbial sulphide oxidation and microbial disproportionation of intermediate S compounds. These biogenic processes are coupled and occur within layers of microbial mats consisting of different bacterial/archaeal species, i.e., sulphate reducers, sulphide oxidizers and those that disproportionate sulphur compounds. Inorganic processes or sources (i.e., thermochemical sulphate reduction of seawater sulphate, leached or direct igneous sulphur) also contributed to the S budget in the hydrothermal exhalites and are more pronounced in exhalites that are immediately associated with massive sulphides. Galena Pb isotopic compositions by SIMS microanalysis suggest derivation of Pb from underlying crustal basement (felsic volcanic rocks of Sandy Brook Group), whereas less radiogenic Pb derived from juvenile sources leached from mafic volcanic rocks of the Sandy Brook Group and/or Tally Pond group. This requires that the hydrothermal fluids interacted with juvenile and evolved crust during hydrothermal circulation, which is consistent with the existing tectonic model that suggests a formation of the Tally Pond belt volcanic rocks and associated VMS deposits in a rifted arc environment upon crustal basement of the Ediacaran age Sandy Brook Group and Crippleback Intrusive Suite. Combined S and Pb isotope data illustrate that sulphides within the deposit that are proximal to the vent contain a higher proportion of sulphur derived from thermochemical sulphate reduction (TSR), because hydrothermal fluids are enriched in H2S derived from TSR. They also have lower radiogenic Pb contributions, than sulphides occurring distal from mineralization. Hence, the TSR S and non-radiogenic Pb composition may provide an exploration vector in exhalites associated with similar VMS environments.PostprintPeer reviewe

    Styles, textural evolution, and sulfur isotope systematics of Cu-rich sulfides from the Cambrian Whalesback volcanogenic massive sulfide deposit, central Newfoundland, Canada

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    The Whalesback Cu-rich volcanogenic massive sulfide deposit in the Newfoundland Appalachians is a highly deformed deposit found on a steep limb of a closed and boudinaged overturned fold. The deposit was intensely deformed at low temperature but medium pressure (>175 MPa) during the accretion of the composite Lushs Bight oceanic tract-Dashwoods terrane onto the Humber margin at ca. 480 Ma. The ore mineralogy consists of chalcopyrite, pyrrhotite, and pyrite with lesser sphalerite and trace Ag, Bi, and Hg tellurides. Four styles of sulfide mineralization are present: (1) disseminated (5%); (2) vein (50%); (3) breccia (25%); and (4) semimassive to massive (20%). Independent of mineralization style, massive pyrite and pyrrhotite (and some chalcopyrite) are commonly parallel to main S2 schistosity in the deposit, whereas late chalcopyrite piercement veins occur at a high angle to S2. The progressive increase in pressure and temperature produced a remobilization sequence wherein sphalerite was the first sulfide phase to cross the brittle-ductile boundary, followed by pyrrhotite and, finally, chalcopyrite. Maximum temperature was not high enough for the pyrite to cross the brittle-ductile boundary. Instead, pyrite grains were incorporated and transported by pyrrhotite and chalcopyrite during the ductile remobilization events, rounding and fracturing them. Remobilization of the sulfides occurred mainly by plastic flow, but some solution transport and reprecipitation is locally observed. In situ secondary ion mass spectrometry sulfur isotope geochemistry of sulfides yielded values of ή34S ranging from 2.7‰ to 4.7‰ for pyrite, 2.1‰ to 4.0‰ for pyrrhotite, and 1.3‰ to 4.7‰ for chalcopyrite. Sulfur isotope modeling suggests that at least 60% of the sulfur was derived from leaching of igneous rocks (i.e., basalts), with the remainder derived from thermochemical sulfate reduction of seawater sulfate during alteration of the basalts by seawater. At the deposit scale, sulfur isotopes retained their original signature and did not reequilibrate during the secondary deformation and remobilization events.PostprintPeer reviewe

    Guest Editorial: Math Anxiety and the Common Core

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    Finding Beauty: A Case Study in Insights from Teaching Developmental Mathematics

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    As mathematicians, we often fail to appreciate the opportunities open to us when we teach developmental mathematics. One such opportunity is that we may deepen our understanding of mathematics that we have taken for granted. This paper contains a brief case study concerning what we have learned about operations, inverses, and exponents in the process of teaching beginning algebra. Our inquiry takes us from student questions about signed numbers, through the category of rings, to the world of Lie groups and Lie algebras
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