Techniques for assessing the performance of a landscape-based sediment source and transport model: sensitivity trials and physical methods

Widespread degradation of aquatic habitat and water quality has occurred since European settlement of Australia. Repairing this degradation is expensive and hence on-ground management needs to be carefully focussed. The Sediment River Network model, SedNet, used for the estimation of the sources and transport of sediment spatially and at catchment scales, potentially provides a useful tool to assist land managers in focusing this work. The complete model, whilst broadly applied has not been systematically tested to assess its accuracy or sensitivity to its various model components. The aim of this paper is to propose a framework for such testing. Results from the work will be used to prioritise data acquisition, and improve the structure and parameterisation of the model where necessary. The research is also particularly relevant for shifting application of the model from continental to catchment scales. The testing will comprise two components - sensitivity assessment and accuracy assessment. This paper provides a brief introduction to the SedNet model and a framework for assessing the model. Examples of sensitivity assessment and accuracy assessment are provided and discussed

Criminal Law: Customer’s Permanent Exclusion From Retail Store Due to Prior Shoplifting Arrests Held Enforceable Under Criminal Trespass Statute

In interpretive research, trustworthiness has developed to become an important alternative for measuring the value of research and its effects, as well as leading the way of providing for rigour in the research process. The article develops the argument that trustworthiness plays an important role in not only effecting change in a research project’s original setting, but also that trustworthy research contributes toward building a body of knowledge that can play an important role in societal change. An essential aspect in the development of this trustworthiness is its relationship to context. To deal with the multiplicity of meanings of context, we distinguish between contexts at different levels of the research project: the domains of the researcher, the collective, and the individual participant. Furthermore, we argue that depending on the primary purpose associated with the collective learning potential, critical potential, or performative potential of phenomenographic research, developing trustworthiness may take different forms and is related to aspects of pedagogical legitimacy, social legitimacy, and epistemological legitimacy. Trustworthiness in phenomenographic research is further analysed by distinguishing between the internal horizon – the constitution of trustworthiness as it takes place within the research project – and the external horizon, which points to the impact of the phenomenographic project in the world mediated by trustworthiness

Mixed Weyl Symbol Calculus and Spectral Line Shape Theory

A new and computationally viable full quantum version of line shape theory is obtained in terms of a mixed Weyl symbol calculus. The basic ingredient in the collision--broadened line shape theory is the time dependent dipole autocorrelation function of the radiator-perturber system. The observed spectral intensity is the Fourier transform of this correlation function. A modified form of the Wigner--Weyl isomorphism between quantum operators and phase space functions (Weyl symbols) is introduced in order to describe the quantum structure of this system. This modification uses a partial Wigner transform in which the radiator-perturber relative motion degrees of freedom are transformed into a phase space dependence, while operators associated with the internal molecular degrees of freedom are kept in their original Hilbert space form. The result of this partial Wigner transform is called a mixed Weyl symbol. The star product, Moyal bracket and asymptotic expansions native to the mixed Weyl symbol calculus are determined. The correlation function is represented as the phase space integral of the product of two mixed symbols: one corresponding to the initial configuration of the system, the other being its time evolving dynamical value. There are, in this approach, two semiclassical expansions -- one associated with the perturber scattering process, the other with the mixed symbol star product. These approximations are used in combination to obtain representations of the autocorrelation that are sufficiently simple to allow numerical calculation. The leading O(\hbar^0) approximation recovers the standard classical path approximation for line shapes. The higher order O(\hbar^1) corrections arise from the noncommutative nature of the star product.Comment: 26 pages, LaTeX 2.09, 1 eps figure, submitted to 'J. Phys. B.

A novel chromatographic method allows online reanalyses in proteomic investigations and acquiring more information from biological samples

Comunicaciones a congreso

Unveiling faculty conceptions of academic risk taking:a phenomenographic study

Among recent developments in the field of higher education is the emergence of New Public Management and of what has been labelled as ‘risk university’. The aim of this paper is to redress the lack of discussion over the role that risk taking plays in academic practice by exploring what faculty understand academic risk taking to be and how they enact this understanding in their tasks. Drawing on a phenomenographic perspective and semi-structured interviews with 20 faculty members from a high-profile UK university, we find that academic risk taking is experienced in four qualitatively different ways. Our results suggest that although academics engage in relatively similar endeavours, they exhibit various approaches to these endeavours due to their different conceptions of what constitutes academic risk taking. These findings have implications for the literature on identity construction and the debate over how the greater accountability of academic activity is affectively experienced

E-learning as a tool for knowledge transfer through traditional and independent study at two UK higher educational institutes: a case study

Much has been made of the advances in computer aided learning activities. Websites, virtual campus, the increased use of Web CT and chat rooms and further advances in the use of WebCT are becoming more commonplace in UK universities. This paper looks for ways of changing higher education students’ perception of the usefulness of recommended internet web sites for learning purposes, with the intention of increasing the usage rate of recommended module web-sites. The change could represent an adaptation of the existing, well-known technology to change students’ perception regarding its potentially formative role. Subsequently, the outcomes from this preliminary research could be used in order to enhance the quality of the Internet use for teaching and learning purposes

Managing affect in learners' questions in undergraduate science

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2012 Society for Research into Higher Education.This article aims to position students' classroom questioning within the literature surrounding affect and its impact on learning. The article consists of two main sections. First, the act of questioning is discussed in order to highlight how affect shapes the process of questioning, and a four-part genesis to question-asking that we call CARE is described: the construction, asking, reception and evaluation of a learner's question. This work is contextualised through studies in science education and through our work with university students in undergraduate chemistry, although conducted in the firm belief that it has more general application. The second section focuses on teaching strategies to encourage and manage learners' questions, based here upon the conviction that university students in this case learn through questioning, and that an inquiry-based environment promotes better learning than a simple ‘transmission’ setting. Seven teaching strategies developed from the authors' work are described, where university teachers ‘scaffold’ learning through supporting learners' questions, and working with these to structure and organise the content and the shape of their teaching. The article concludes with a summary of the main issues, highlighting the impact of the affective dimension of learning through questioning, and a discussion of the implications for future research

The HST Key Project on the Extragalactic Distance Scale XVII. The Cepheid Distance to NGC 4725

The distance to NGC 4725 has been derived from Cepheid variables, as part of the Hubble Space Telescope Key Project on the Extragalactic Distance Scale. Thirteen F555W (V) and four F814W (I) epochs of cosmic-ray-split Wide Field and Planetary Camera 2 observations were obtained. Twenty Cepheids were discovered, with periods ranging from 12 to 49 days. Adopting a Large Magellanic Cloud distance modulus and extinction of 18.50+/-0.10 mag and E(V-I)=0.13 mag, respectively, a true reddening-corrected distance modulus (based on an analysis employing the ALLFRAME software package) of 30.50 +/- 0.16 (random) +/- 0.17 (systematic) mag was determined for NGC 4725. The corresponding of distance of 12.6 +/- 1.0 (random) +/- 1.0 (systematic) Mpc is in excellent agreement with that found with an independent analysis based upon the DoPHOT photometry package. With a foreground reddening of only E(V-I)=0.02, the inferred intrinsic reddening of this field in NGC 4725, E(V-I)=0.19, makes it one of the most highly-reddened, encountered by the HST Key Project, to date.Comment: To be published in The Astrophysical Journal, Vol. 512 (1999). 34 pages, LaTeX, 9 jpg figure