Remote Predictive Mapping 4. Utilizing High Resolution Satellite Imagery, Western Minto Inlier, Victoria Island, NWT

The very high spatial resolution and stereo capability of GeoEye-1 images were utilized to map the geology of a part of the western Neoproterozoic Minto Inlier on Victoria Island. To optimize the results of predictive mapping, a LANDSAT-7 image together with a SPOT-5 image were also used in concert with the GeoEye-1 images. The predictive bedrock geology map, interpreted based on 3D stereo visualization, presents much more detailed geological information compared to the existing 1:500,000 scale geological map of the area. The high spatial and moderate spectral resolution of GeoEye images allowed us to distinguish a black shale unit (black shale member), and resolve subtle spectral and textural differences between massive stromatolitic dolostone and dolostone containing fine-grained interlayers in an upper carbonate member. As well, an important distinction could be made between Proterozoic sedimentary strata and unconformably overlying interlayered sandstone and carbonate rocks of Cambro-Ordovician age. The SWIR bands in the LANDSAT and SPOT images proved to be very useful in identifying gabbro sills. A geological map, based on field work, was used to evaluate the remote predictive map. Comparison of the predictive map with the field map shows that the two maps look similar in terms of the regional distribution of the lithological units; however, there are discrepancies between the two maps, especially in areas in which the bedrock is covered by glacial sediments and/or other overburden materials. The spectral similarity between different stratigraphic units comprising similar rock types, also contributed to differences between the predictive map and the field map.Nous avons utilisé la très haute résolution spatiale et les capacités stéréoscopiques des images GeoEye-1 pour cartographier la géologie d’une partie de la partie ouest de l’enclave de Minto, datant du Néoprotérozoïque, de l’île Victoria. Pour optimiser les résultats de la cartographie prédictive, nous avons aussi utilisé une image LANDSAT-7 et une image SPOT-5 avec les images GeoEye-1. Les cartes géologiques prédictives du substratum rocheux, interprétées à partir d’une visualisation stéréoscopique 3D, présentent des renseignements géologiques beaucoup plus détaillés que la carte géologique actuelle de cette zone à l’échelle de 1/500 000. La haute résolution spatiale et la résolution spectrale modérée des images GeoEye nous ont permis de distinguer une unité d’ampélite (membre d’ampélite) et de résoudre des différences spectrales et texturales subtiles entre la dolomie stromatolithique massive et la dolomie contenant des interstrates à grain fin dans un membre carbonaté supérieur. De plus, nous avons pu faire une distinction importante entre les strates sédimentaires du Protérozoïque et les couches interstratifiées de roches carbonatées et de grès du Cambro-Ordovicien qui les surmontent en discordance. Les bandes IRCL des images des satellites LANDSAT et SPOT ont été très utiles pour identifier les filons-couches de gabbro. Une carte géologique basée sur des travaux réalisés sur le terrain a servi à évaluer la carte de télécartographie prédictive. Une comparaison de la carte prédictive et de la carte dressée sur le terrain montre que les deux cartes semblent similaires en ce qui a trait à la répartition régionale des unités lithologiques; mais il y a des différences, surtout aux endroits où le substratum rocheux est couvert de sédiments glaciaires et/ou d’autres matériaux de recouvrement. La similitude spectrale entre les différentes unités stratigraphiques ayant des lithologies similaires a aussi contribué à causer des différences entre la carte prédictive et la carte dressée sur le terrain

Sustainable development and African local government: can electronic training help build capacities?

A recent study carried out by European and African organizations into the potential for electronic distance training (EDT) on sustainability in African local governments concluded that EDT was both 'useful and feasible'. This article reflects on some of the theoretical and practical implications of that study. It focuses on the connection between learning and sustainability and how EDT programmes might be designed and promoted. The paper argues that, while resource issues and poor access to Information and Communication Technologies (ICTs) create considerable constraints and point to the need for policies to improve access, in general the most important factors for successful capacity building relate to the design of learning programmes that take account of the work contexts and skill and capability requirements of those targeted as learners. 'Useful' and 'feasible' depend on (i) how work-based and work-related learning processes are understood and (ii) the conditions to promote learning within African local government. Keywords: Africa; Electronic distance training; Local government; Sustainability; Workplace learnin

Combination of contrast with stress echocardiography: A practical guide to methods and interpretation

Contrast echocardiography has an established role for enhancement of the right heart Doppler signals, the detection of intra-cardiac shunts, and most recently for left ventricular cavity opacification (LVO). The use of intravenously administered micro-bubbles to traverse the myocardial microcirculation in order to outline myocardial viability and perfusion has been the source of research studies for a number of years. Despite the enthusiasm of investigators, myocardial contrast echocardiography (MCE) has not attained routine clinical use and LV opacification during stress has been less widely adopted than the data would support. The purpose of this review is to facilitate an understanding of the involved imaging technologies that have made this technique more feasible for clinical practice, and to guide its introduction into the practice of the non-expert user

Trends in publications regarding evidence-practice gaps: A literature review

<p>Abstract</p> <p>Background</p> <p>Well-designed trials of strategies to improve adherence to clinical practice guidelines are needed to close persistent evidence-practice gaps. We studied how the number of these trials is changing with time, and to what extent physicians are participating in such trials.</p> <p>Methods</p> <p>This is a literature-based study of trends in evidence-practice gap publications over 10 years and participation of clinicians in intervention trials to narrow evidence-practice gaps. We chose nine evidence-based guidelines and identified relevant publications in the PubMed database from January 1998 to December 2007. We coded these publications by study type (intervention versus non-intervention studies). We further subdivided intervention studies into those for clinicians and those for patients. Data were analyzed to determine if observed trends were statistically significant.</p> <p>Results</p> <p>We identified 1,151 publications that discussed evidence-practice gaps in nine topic areas. There were 169 intervention studies that were designed to improve adherence to well-established clinical guidelines, averaging 1.9 studies per year per topic area. Twenty-eight publications (34%; 95% CI: 24% - 45%) reported interventions intended for clinicians or health systems that met Effective Practice and Organization of Care (EPOC) criteria for adequate design. The median consent rate of physicians asked to participate in these well-designed studies was 60% (95% CI, 25% to 69%).</p> <p>Conclusions</p> <p>We evaluated research publications for nine evidence-practice gaps, and identified small numbers of well-designed intervention trials and low rates of physician participation in these trials.</p

The Human Side of Skills and Knowledge

YesThe goal of decent work is best expressed through the eyes of people. It is about your job and future prospects; about your working conditions; about balancing work and family life, putting your kids through school or getting them out of child labour. It is about gender equality, equal recognition, and enabling women to make choices and take control of their lives. It is about personal abilities to compete in the market place, keep up with new technological skills and remain healthy. It is about developing your entrepreneurial skills, about receiving a fair share of wealth that you have helped to create and not being discriminated against; it is about having a voice in your workplace and your community . . . . For everybody, decent work is about securing human dignity (ILO 2001:7 - 8 cited in Green 2006:19 - 20)

Filarial Parasites Develop Faster and Reproduce Earlier in Response to Host Immune Effectors That Determine Filarial Life Expectancy

During larval development, filarial nematodes adjust their lifelong reproductive strategy to the presence of anti-parasitic immune cells that determine host resistance and experimental vaccine efficacy

Reframing professional development through understanding authentic professional learning

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning

Vocational teachers and workplace learning: integrative, complementary and implicit accounts of boundary crossing

Where young people’s upper-secondary education spans work and institutional domains, questions arise about learning across both spheres and its guidance. Theoretical accounts of ‘boundary crossing’ have explored how vocational teachers can integrate learning across domains by drawing on extended concepts and theoretical knowledge to solve workplace problems; whilst empirical accounts have validated the role of vocational educators by describing the workplace and schools as equally valid, complementary spheres. Different understandings, described here as ‘integrative’, ‘complementary’ and ‘implicit’, appear to reflect different national patterns of vocational education. The paper reports a qualitative study conducted around two case studies, located in Germany and England, of the way vocational teachers’ understandings of facilitating learning across domains are constructed. Vocational teachers working in Germany’s ‘dual training’ claimed to provide advanced knowledge that they compared to practical work skills, reflecting ‘implicit’ or ‘complementary’ approaches to learning across domains. Teachers in England, where workplace learning elements are more unevenly developed and lack institutional foundations, nevertheless described colleges and workplaces as distinctive, little-connected spheres. These differences suggest that teachers’ approaches are less shaped by the potential or necessity for ‘integrative’ approaches than by the way different systems enable or constrain their conceptualisation of ‘possible futures’.N/