Non-Darcy flow characteristics of water as influenced by clay concentration

The flow of water through saturated samples of montmorillonite and kaolinite was studied to help clarify the existence and nature of non-Darcian flow. No threshold gradients were found in any of the samples studied. Non-Darcy flow was found in 9, 30 and 40 weight percent montmorillonite samples but not in a 50 weight percent montmorillonite or in kaolinite samples. The possible causes of the non-Darcian flow are discussed. A refined technique using a pressure transducer was developed to measure hydraulic conductivities. The hydraulic conductivities of several types of samples under varying conditions were measured. Transport equations for convective diffusion in porous media were derived and tested for capillaries, porous diaphragms, sand columns and clay plugs.U.S. Department of the InteriorU.S. Geological SurveyOpe

Classical versus quantum dynamics for a driven relativistic oscillator

We compare the time evolution of the quantum-mechanical spatial probability density obtained by solving the time-dependent Dirac equation with its classical counterpart obtained from the relativistic Liouville equation for the phase-space density in a regime in which the dynamics is essentially relativistic. For a resonantly driven one-dimensional harmonic oscillator, the simplest nontrivial model system to perform this comparison, we find that, despite the nonlinearity induced by relativity, the classical ensemble description matches the quantum evolution remarkably well

Self-regulation: differences by year and area in college students

Neste estudo procura-se analisar a existência de diferenças nas estratégias auto-regulatórias de alunos universitários em áreas de formação distintas. Participaram 518 alunos de três níveis (inicial, intermédio e final) das áreas de ciências e humanidades. Aplicou-se a escala “CHE – Comportamentos e hábitos de estudo e aprendizagem”, que avalia cinco dimensões: estratégias cognitivas de transformação e manipulação da informação, organização e planeamento de rotinas, gestão e monitorização, aquisição e selecção da informação, e reforço motivacional. Verificou-se uma maior utilização das estratégias cognitivas e metacognitivas de gestão e monitorização apesar dos resultados não indicarem diferenças substantivas entre os alunos diferenciados por nível e área. Os resultados podem indicar estabilidade nos comportamentos ou limitações no tipo de instrumento e amostra utilizada. O estudo de mudanças nestas estratégias deverá ser conduzido com recurso a delineamentos longitudinais. O impacto da estabilidade deverá ser ponderado na elaboração de projectos de intervenção.In this study we seek to analyze the existence of differences in self-regulating strategies of university students in distinct graduation areas. 518 students of three levels (initial, intermediate and final) of science and humanities fields participated. We used the scale “Behavior and study skill”, which evaluates five dimensions: cognitive strategies of transformation and manipulation of information, organization and planning of routines, management and monitoring, information acquisition and selection, and motivational reinforcement. A higher use of cognitive and metacognitive strategies of management and monitoring was noted although the results do not indicate major differences between students in different levels and graduation areas. The results can indicate stability in the behaviors or limitations in the type of instrument and in the sample used. The study of changes in these strategies must be carried out having in mind longitudinal outlines. The impact of the stability should be taken into account while elaborating intervention projects.(undefined

Determination of rocket engine noise damage to community dwellings near launch sites, volume 1 final report

Determination of rocket engine noise damage thresholds of community dwellings near John F. Kennedy Space Cente

Custom rates and machine rental rates used on Illinois farms, 1966

Chiefly tables.Cover title

Cyclic voltammetry : a tool to quantify 2,4,6-trichloroanisole in aqueous samples from cork planks boiling industrial process

Chloroanisoles, namely 2,4,6-trichloroanisole, are pointed out as the primary responsible of the development of musty off-flavours in bottled wine, due to their migration from cork stoppers, which results in huge economical losses for wine industry. A prevention step is the detection of these compounds in cork planks before stoppers are produced. Mass spectrometry gas chromatography is the reference method used although it is far beyond economical possibilities of the majority of cork stoppers producers. In this work, a portable cyclic voltammetry approach was used to detect 2,4,6-trichloroanisole extracted from natural cork planks to the aqueous phase during the cork boiling industrial treatment process. Analyses were carried out under ambient conditions, in less than 15 min with a low use of solvent and without any sample pre-treatment. The proposed technique had detection (0.31±0.01 ng/L) and quantification (0.95±0.05 ng/L) limits lower than the human threshold detection level. For blank solutions, without 2,4,6-trichloroanisole addition, a concentration in the order of the quantification limit was estimated (1.0±0.2 ng/L), which confirms the satisfactory performance of the proposed methodology. For aqueous samples from the industrial cork planks boiling procedure, intra-day repeatabilities were lower than 3%, respectively. Also, 2,4,6-trichloroanisole contents in the aqueous samples determined by this novel approach were in good agreement with those obtained by GC-MS (correlation coefficient equal to 0.98), confirming the satisfactory accuracy of the proposed methodology. So, since this novel approach is a fast, low-cost, portable and user-friendly method, it can be an alternative and helpful tool for in-situ industrial applications, allowing accurate detection of releasable 2,4,6-trichloroanisole in an earlier phase of cork stoppers production, which may allow implementing more effective cork treatments to reduce or avoid future 2,4,6-trichloroanisole contaminations of wine.This work was partially supported by project PEst-C/EQB/LA0020/2011, financed by FEDER through COMPETE - Programa Operacional Factores de Competitividade and by FCT - Fundacao para a Ciencia e a Tecnologia (Portugal)

A Contextualized Intervention for Community College Developmental Reading and Writing Students

This paper provides evidence on the potential efficacy of an approach to helping students develop an important academic skill, written summarization. In two experiments, a contextualized intervention was administered to developmental reading and writing students in two community colleges. The intervention was a 10-week curricular supplement that emphasized written summarization, as well as vocabulary knowledge, question generation, reading comprehension, and persuasive writing. The findings of this study suggest that the intervention had utility for academically underprepared postsecondary students

The development and validation of the feedback in learning scale

Research attention has shifted from feedback delivery mechanisms to supporting learners to receive feedback well (Winstone et al., 2017a). Recognizing feedback and the action necessary to take the next steps are vital to self-regulated performance (Zimmerman, 2000; Panadero, 2017). Evaluative judgments supporting such mechanisms are vital forces that promote academic endeavor and lifelong learning (Ajjawi et al., 2018). Measuring such mechanisms is well-developed in occupational settings (Boudrias et al., 2014). Understanding how these relate to self-regulated learning gains in Higher Education (HE) is less well-understood (Forsythe and Jellicoe, 2018). Here we refined a measure of feedback integration from the occupational research domain (Boudrias et al., 2014) and investigate its application to HE. Two groups of psychology undergraduates endorsed perspectives associated with feedback. The measure examines characteristics associated with feedback including message valence, source credibility, interventions that provide challenge, feedback acceptance, awareness, motivational intentions, and the desire to make behavioral changes and undertake development activities following feedback. Of these suggested characteristics, exploratory factor analysis revealed that undergraduate learners endorsed credible source challenge, acceptance of feedback, awareness from feedback, motivational intentions and the desire to take behavioral changes and participate in development activities formed a single factor. The structure of the instrument and hypothesized paths between derived factors was confirmed using latent variable structural equation modeling. Both models achieved mostly good, and at least acceptable fit, endorsing the robustness of the measure in HE learners. These finding increase understanding of HE learner's relationship with feedback. Here, acceptance of feedback predicts the extent to which learners found the source of feedback credible. Credible source challenge in turn predicts awareness resulting from feedback. Subsequently, awareness predicts motivations to act. These promising results, whilst cross-sectional, also have implications for programmes. Further research employing this instrument is necessary to understand changes in learner attitudes in developing beneficial self-regulated skills that support both programmes of study and graduates in their careers

Regulating approaches to learning: Testing learning strategy convergences across a year at university

Background. Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Aims. Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience. Methods. Japanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken. Results. Initial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa. Conclusions. Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students’ strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed.Thomas and Mary Ethel Ewing Scholarshi