Suffusion in compacted loessial silts. Interaction with granular filters

Loess soils, which occupies much of central Argentina, is characterized by its high sensitivity to change in moisture. This condition categorized loess structure as internally unstable soil. Despite this natural condition, silts derived from loess are frequently used as material in roads and hydraulics constructions. In filtration processes, the soil should be shielded from erosion phenomena. The filter must have a particle size consistent with the ground to protect. In particular, sandy silts can be affected by phenomena of suffusion, or internal instability of the soil structure. The filter must control the loss of material and ensure the stability of flow. The present study shows the experimental results of flow applied to loessial silts, with low compaction. Tests have been conducted using filtration columns that simulate the soil-filter-drain. The test methodology applied aims to follow the research lines of similar studies worldwide. Studies have focused on analyzing the influence of variables such as degree of compaction, hydraulic gradient and composition of the filter material. The results obtained allow recommendations with reference to construction systems to be applied and the composition of the filter in order to properly control the suffusion.Fil: Terzariol, R. E. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales; Argentina.Fil: Rocca, R. J. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales; Argentina.Fil: Zeballos, M. E. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales; Argentina.Otras Ingeniería Civi

The development of an effective recruitment strategy for Hispanic males and females in the Central Florida region

This study examines the similarities and differences between males and females from the Hispanic and Non-Hispanic White population in the Central Florida labor force regarding recruitment strategies and techniques of the Baby Boomers, Generation X and the Millennial population. The purpose of this study is to identify those Human Resources recruitment practices that are most effective in retaining: (1) males and females from the Hispanic population, and (2) whether or not theses recruitment tactics affect the generation groups differently. The proposed issues will be assessed by collecting information from organizations, current employees, and job applicants. This study will use three research methods in addressing the stated purpose and objectives: literature review, focus groups, and questionnaire surveys. The literature review will explore present recruitment techniques, social and cultural similarities and differences between Hispanics and Non-Hispanic White, and generational differences. The main goal of the focus groups is to identify relevant recruitment issues as stated by Central Florida organizations, current employees, and job applicants. From the literature review and results of the focus groups two surveys will be develop to determine: (1) present recruitment practices used by Central Florida organizations; and (2) preferred recruitment practices among Hispanics and Non-Hispanic Whites. The results of this study will identify whether certain recruitment practices perceived as being most appealing and desirable vary among Hispanics and Non-Hispanic Whites. Based on the findings, the study will provide recommendations for designing effective recruitment strategies for Hispanic and Non-Hispanic White males and females while accounting for possible generational differences

Enhancing engagement in flipped learning across undergraduate Science using the Flipped Teacher and Flipped Learner Framework

The flipped classroom describes one approach to blended learning in which new instructional content is delivered online prior to class, making time for more student-centred active learning during the face-to-face class. Despite the advantages of a flipped classroom approach, such as flexibility, more time for students to consolidate ideas, and more opportunities for collaborative learning and reflection (Kim, Kim, Khera & Getman, 2014), flipped classrooms are still under-researched and under-evaluated (Abeysekera & Dawson, 2015). Many academics are unsure of how to implement flipped classrooms and students often have difficulty adopting this approach to learning because they are used to traditional transmission approaches (Chen, Wang & Chen, 2014). To facilitate more student-centred blended learning in our faculty, we aimed to: 1. Use the “Flipped Teacher and Flipped Learner Framework” (Reyna, Huber & Davila, 2015) to design, implement, communicate and evaluate flipped learning activities in undergraduate Science subjects; and 2. Build students’ understanding of the advantages of the flipped classroom model in order to improve their overall engagement and approach to learning. The Flipped Teacher and Flipped Learner Framework (Reyna et al., 2015) identifies seven elements that are influential to implementing a flipped learning activity. Using this framework, flipped learning activities have been integrated into the Science curricula. In 2016, the Framework was applied in a first year and a second year subject. A mixed methods approach (Creswell & Plano-Clark, 2011) was used to evaluate the efficacy of the Framework, particularly the role of communication (element 6) of the benefits of flipped learning to students and academics. Student completion of pre-class online tasks was tracked through the learning management system. Within each subject, questionnaires were used to evaluate student experiences of flipped learning. Where applicable, student academic performance relating to flipped activities was evaluated. Preliminary data analyses indicate that the majority of students completed their online pre-class activities (e.g. >90% in the first year subject, n = 751 students). In the questionnaires, the majority of students in both subjects reported that they understood the benefits for their learning of completing online pre-work prior to face-to-face classes. Furthermore, the majority of students in the second year subject reported that the flipped classroom approach enhanced their learning. Our early results indicate that communicating to students and academics the rationale for using a flipped classroom approach is key to successful implementation of the flipped classroom model. Further testing of the framework in other subjects across the science degree will advance our understanding of the impacts of and best practice for flipped classrooms in Science higher education. References Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Chen, Y., Wang, Y., & Chen, N.S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27. Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting Mixed Methods Research. Thousand Oaks: SAGE. Kim, M.K., Kim, S.M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50. Reyna J, Huber E, Davila YC (2015) Designing your Flipped Classroom: an evidence-based framework to guide the Flipped Teacher and the Flipped Learner. The 12th Annual Conference of the International Society for the Scholarship of Teaching and Learning, RMIT Melbourne, 27th to 30th October, 2015, pages 91-92

The Flipped Teacher and the Flipped Learner Framework

We propose an 11 step framework to support educators and students to teach and learn with the Flipped Classroom (FC) model. Based on principles of blended and student-centred learning, organisational appearance, universal design and evaluation, the framework acts as a conduit between theory and good practice. Elements of the framework include: (1) planning stage, why and what to flip; (2) storyboard and lesson plan; (3) timing for activities; (4) online, (pre or post classroom) activities; (5) classroom work; (6) organisation of content; (7) visual design; (8) usability and accessibility; (9) building, testing and deployment; (10) communication of the benefits of the flipped model to students; and (11) evaluation and improvement. This paper will present the evidence behind each of these elements in a practical way to guide teachers and students through a flipped model of teaching and learning

A new type of resistive plate chamber: the multigap RPC

This paper describes the multigap resistive plate chamber (RPC). The goal is to obtain a much improved time resolution, keeping the advantages of the wide gap RPC in comparison with the conventional narrow gap RPC (smaller dynamic range and thus lower charge per avalanche which gives higher rate capability and lower power dissipation in the gas gap)

Are seed mass and seedling size and shape related to altitude? Evidence in Gymnocalycium monvillei (Cactaceae)

"Several studies reported a negative relationship between altitude and seed mass. In cactus species, seed mass has been also related to seedling morphology (size and shape). Here we studied Gymnocalycium monvillei (Lem.) Pfeiff. ex Britton & Rose, a cactus species with a wide altitudinal distribution, with the main aim of analyzing how altitude affects seed mass and seedling size (height and width) and shape (globose or columnar). We collected seeds from five sites along the entire altitudinal distribution of the species in the Córdoba Mountains (sites were located between 878 and 2230 m a.s.l.), encompassing a marked climatic gradient (6 °C of mean annual temperature difference between the extreme sites). Seed mass and seedling traits were measured in the laboratory. Seedling height increased with altitude, whereas seed mass was not related to this parameter. Seedlings became more globose (reduced surface/volume ratio) with decreasing altitude. Variation in seedling shape along the altitudinal gradient may be related to the contrasting climatic conditions to which seedlings are exposed, and could account for the wide altitudinal distribution of G. monvillei. Our results highlight the importance of seedling traits in the species’ response to climatic change.

A comparison of the wide gap and narrow gap resistive plate chamber

In this paper we study the performance of a wide gap RPC and compare it with that of a narrow gap RPC, both operated in avalanche mode. We have studied the total charge produced in the avalanche. We have measured the dependence of the performance with rate. In addition we have considered the effect of the tolerance of gas gap and calculated the power dissipated in these two types of RPC. We find that the narrow gap RPC has better timing ability; however the wide gap has superior rate capability, lower power dissipation in the gas volume and can be constructed with less stringent mechanical tolerances