The stratal architecture of deep-water minibasins is dominantly controlled by the interplay of two factors, structure growth and sediment supply. In this paper we explore the utility of a ...reduced-complexity, fast computational method (
Onlapse-2D
) to simulate stratal geometry, using a process of iteration to match the model output to available subsurface control (well logs and 3D seismic data). This approach was used to model the Miocene sediments in two intersecting lines of section in a complex mini-basin in the deep-water Campeche Basin, offshore Mexico. A good first-pass match between model output and geological observations was obtained, allowing us to identify and separate the effects of two distinct phases of compressional folding and a longer-lasting episode of salt withdrawal/diapirism, and to determine the timing of these events. This modelling provides an indication of the relative contribution of background sedimentation (pelagic and hemipelagic) vs. sediment-gravity-flow deposition (e.g. turbidites) within each layer of the model. The inferred timing of the compressional events derived from the model is consistent with other geological observations within the basin. The process of iteration towards a best-fit model leaves significant but local residual mismatches at several levels in the stratigraphy; these correspond to surfaces with anomalous negative (erosional) or positive (constructive depositional) palaeotopography. We label these mismatch surfaces “informative discrepancies” because the magnitude of the mismatch allows us to estimate the geometry and magnitude of the local seafloor topography. Reduced-complexity simulation is shown to be a useful and effective approach, which, when combined with an existing seismic interpretation, provides insight into the geometry and timing of controlling processes, indicates the nature of the sediments (background vs. sediment-gravity-flow) and aids in the identification of key erosional or constructional surfaces within the stratigraphy.
The ADA in action at health care facilities Story, Molly F., Ph.D; Kailes, June I., M.S.W; Donald, Christie Mac, M.P.P
Disability and health journal,
10/2010, Letnik:
3, Številka:
4
Journal Article
Recenzirano
Abstract The purpose of the work documented here was to assist defendants in legal actions to comply with settlement agreements, consent decrees, and memoranda of understanding. The work involved ...surveying medical center facilities and interviewing the staff and, based on the results, developing recommendations for compliance. Recommendations are offered for exam tables and chairs, weight scales, and ancillary aids. Guidance on interior design barriers and communication barriers is also provided. Finally, recommendations regarding facility policies and procedures and staff training are outlined.
Scotland's Curriculum for Excellence affords greater autonomy and flexibility to teachers and schools through advocating curriculum integration and experiential and active learning with greater ...emphasis on the processes of learning rather than detailed learning outcomes. It is in this context that the present article is grounded. This article explores children's participation in Community of Philosophical Inquiry (CoPI) with a specific focus on collaborative dialogue. Evidence is drawn from pupils' philosophical dialogues in classrooms in a range of primary school contexts. Although talk is vital for learning and development, not all talk is of equal educational value and there have been several attempts to classify different kinds of talk that emerge in classroom discussions. Through analysis of dialogues with children between the ages of 5 and 11, the article outlines key features of talk occurring in CoPI, highlighting aspects of meaningful talk through philosophy in the early stages of children's schooling.
This paper examines the context for education research, including teacher education research, in Scotland. Concerns about research capacity are shared with other parts of the UK, but the distinctive ...context for teacher development and engagement in practitioner research create fertile ground for developments in teacher education research. Schemes such as 'Research to support Schools of Ambition' provide evidence of a shared commitment to teacher research. The national project, 'Applied Education Research Scheme', funded by the Scottish government and the Scottish Funding Council, included a thematic network on learners, learning and teaching. Drawing on activities of this sort, the paper suggests that a key element of effective capacity building lies in collaborative approaches.
Group work has been promoted in many countries as a key component of elementary science. However, little guidance is given as to how group work should be organised, and because previous research has ...seldom been conducted in authentic classrooms, its message is merely indicative. A study is reported, which attempts to address these limitations. Twenty-four classes of 10–12-year-old pupils engaged in programmes of teaching on evaporation and condensation, and force and motion. Both programmes were delivered by classroom teachers, and made extensive use of group work. Pupil understanding progressed from pre-tests prior to the programmes to post-tests afterwards, and results suggest that group work played a critical role. Organisational principles are extrapolated from the findings, which could be readily adopted in classrooms.
There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play ...relations of a collaborative learning programme involving 575 students 9–12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits.
The context for the study is the current curriculum reform in Scotland (Curriculum for Excellence) which demands that teachers enable children to become ‘Responsible Citizens’. The aim of the study ...was to evaluate the use of Community of Philosophical Inquiry (CoPI) as a pedagogical tool to enhance citizenship attributes in Scottish children in a range of educational settings. Before and after an extended series of CoPI sessions, the 133 participating children were presented with dilemmas designed to elicit responses which indicate their ability to make informed choices and decisions and to articulate informed, ethical views of complex issues. The sessions were facilitated by class teachers who were trained in CoPI. The results indicate that children’s reason giving was enhanced by participation in CoPI. The implications both for education for citizenship and the potential of Philosophy with Children to contribute to an enhanced school curriculum will be discussed.
Given the key drivers around citizenship education, children’s rights, voice, and participation, it is essential that all children are supported to engage in the society in which they live. This ...article explores how McCall’s Community of Philosophical Inquiry might offer that support to children who are potentially marginalised due to their specific needs. The article presents three case studies of children at risk of being marginalised in school settings who participated in Community of Philosophical Inquiry over a period of 10 weeks. Community of Philosophical Inquiry has features that may be conducive to the achievement of broad goals associated with children’s voice and citizenship education. The article explores the ways in which these particular children engaged with Community of Philosophical Inquiry and the impact of participation on their behaviour. The analysis of the accounts of their teachers supports the hypothesis that potentially marginalised children appear to benefit from the structure that is inherent in this form of practical philosophy.
This article examines the implementation of a programme of professional learning, designed to support understanding of school leadership in a school that sought to effect change through teachers' ...professional learning. Working with a university-based tutor who adopted a responsive approach, participants shaped the programme over a seven-month period. The evidence is presented from teachers' reflections on leadership, observations of the sessions, and post-programme interviews. The evidence is presented under six themes, which emerged through an iterative process of content analysis, as follows: the individual versus community; relationships; culture; reflection; emotions; and impact/action. Participants indicated their understanding of leadership had evolved over the course of the programme. This led to a more collegiate and collaborative approach being welcomed, where leadership at all levels was valued. They considered that this was achieved largely through having opportunities to engage in professional dialogue with peers, which was normally seen as difficult given day-to-day priorities.
This paper reports a two-year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to ...high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.
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