Artificial pumping errors in the Kool-Parker scaling model of soil moisture hysteresis

Hysteresis models that eliminate the artificial pumping errors associated with the Kool-Parker (KP) soil moisture hysteresis model, such as the Parker-Lenhard (PL) method, can be computationally demanding in unsaturated transport models since they need to retain the wetting-drying history of the system. The pumping errors in these models need to be eliminated for correct simulation of cyclical systems (e.g. transport above a tidally forced watertable, infiltration and redistribution under periodic irrigation) if the soils exhibit significant hysteresis. A modification is made here to the PL method that allows it to be more readily applied to numerical models by eliminating the need to store a large number of soil moisture reversal points. The modified-PL method largely eliminates any artificial pumping error and so essentially retains the accuracy of the original PL approach. The modified-PL method is implemented in HYDRUS-1D (version 2.0), which is then used to simulate cyclic capillary fringe dynamics to show the influence of removing artificial pumping errors and to demonstrate the ease of implementation. Artificial pumping errors are shown to be significant for the soils and system characteristics used here in numerical experiments of transport above a fluctuating watertable. (c) 2005 Elsevier B.V. All rights reserved.

A conceptual model of personalized virtual learning environments

The Virtual Learning Environment (VLE) is one of the fastest growing areas in educational technology research and development. In order to achieve learning effectiveness, ideal VLEs should be able to identify learning needs and customize solutions, with or without an instructor to supplement instruction. They are called Personalized VLEs (PVLEs). In order to achieve PVLEs success, comprehensive conceptual models corresponding to PVLEs are essential. Such conceptual modeling development is important because it facilitates early detection and correction of system development errors. Therefore, in order to capture the PVLEs knowledge explicitly, this paper focuses on the development of conceptual models for PVLEs, including models of knowledge primitives in terms of learner, curriculum, and situational models, models of VLEs in general pedagogical bases, and particularly, the definition of the ontology of PVLEs on the constructivist pedagogical principle. Based on those comprehensive conceptual models, a prototyped multiagent-based PVLE has been implemented. A field experiment was conducted to investigate the learning achievements by comparing personalized and non-personalized systems. The result indicates that the PVLE we developed under our comprehensive ontology successfully provides significant learning achievements. These comprehensive models also provide a solid knowledge representation framework for PVLEs development practice, guiding the analysis, design, and development of PVLEs. (c) 2005 Elsevier Ltd. All rights reserved.