The response of reworked aerosols to climate through estimation of inter-particle forces

This paper describes the first use of inter-particle force measurement in reworked aerosols to better understand the mechanics of dust deflation and its consequent ecological ramifications. Dust is likely to carry hydrocarbons and micro-organisms including human pathogens and cultured microbes and thereby is a threat to plants, animals and human. Present-day global aerosol emissions are substantially greater than in 1850; however, the projected influx rates are highly disputable. This uncertainty, in part, has roots in the lack of understanding of deflation mechanisms. A growing body of literature shows that whether carbon emission continues to increase, plant transpiration drops and soil water retention enhances, allowing more greenery to grow and less dust to flux. On the other hand, a small but important body of geochemistry literature shows that increasing emission and global temperature leads to extreme climates, decalcification of surface soils containing soluble carbonate polymorphs and hence a greater chance of deflation. The consistency of loosely packed reworked silt provides background data against which the resistance of dust’s bonding components (carbonates and water) can be compared. The use of macro-scale phenomenological approaches to measure dust consistency is trivial. Instead, consistency can be measured in terms of inter-particle stress state. This paper describes a semi-empirical parametrisation of the inter-particle cohesion forces in terms of the balance of contact-level forces at the instant of particle motion. We put forward the hypothesis that the loss of Ca2+-based pedogenic salts is responsible for much of the dust influx and surficial drying pays a less significant role.

Climbing Up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class

Conventional taught learning practices often experience difficulties in keeping students motivated and engaged. Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours without apparent loss of focus. In addition, gamers solve complex problems within a gaming environment without feeling fatigue or frustration, as they would typically do with a comparable learning task. Based on this notion, the academic community is keen on exploring methods that can deliver deep learner engagement and has shown increased interest in adopting gamification – the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios – as a means to increase student engagement and improve information retention. Its effectiveness when applied to education has been debatable though, as attempts have generally been restricted to one-dimensional approaches such as transposing a trivial reward system onto existing teaching materials and/or assessments. Nevertheless, a gamified, multi-dimensional, problem-based learning approach can yield improved results even when applied to a very complex and traditionally dry task like the teaching of computer programming, as shown in this paper. The presented quasi-experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience. More specifically, the “Kahoot!” Classroom Response System (CRS), the classroom version of the TV game show “Who Wants To Be A Millionaire?”, and Codecademy’s interactive platform formed the basis for a learning model which was applied to an entry-level Python programming course. Students were thus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience. To assess gamification’s impact on learning, empirical data from the gamified group were compared to those from a control group who was taught through a traditional learning approach, similar to the one which had been used during previous cohorts. Despite this being a relatively small-scale study, the results and findings for a number of key metrics, including attendance, downloading of course material, and final grades, were encouraging and proved that the gamified approach was motivating and enriching for both students and instructors.