Strengthening argumentation in medical explanations by text planning revision

Explanations are an important by-product of medical decisionsupport activities, as they have proved to favour compliance and correct treatment performance. To achieve this purpose, these texts should have a strong argumentation content and should adapt to emotional, as well as to rational attitudes of the Addressee. This paper describes how Rhetorical Sentence Planning can contribute to this aim: the rulebased plan discourse revision is introduced between Text Planning and Linguistic Realization, and exploits knowledge about the user personality and emotions and about the potential impact of domain items on user compliance and memory recall. The proposed approach originates from analytical and empirical evaluation studies of computer generated explanation texts in the domain of drug prescription. This work was partially supported by a British-Italian Collaboration in Research and Higher Education Project, which involved the Universities of Reading and of Bari, in 1996.

The magma budget of Volcan Arenal, Costa Rica from 1980 to 2004

Using topographic data collected by radar interferometry, stereo-photogrammetry, and field survey we have measured the changing surface of Volcan Arenal in Costa Rica over the period from 1980 to 2004. During this time this young volcano has mainly effused basaltic andesite lava, continuing the activity that began in 1968. Explosive products form only a few percent of the volumetric output. We have calculated digital elevation models for the years 1961, 1988 and 1997 and modified existing models for 2000 and 2004. From these we have estimated the volume of lava effused and coupled this with the data presented by an earlier study for 1968-1980. We find that a dense rock equivalent volume of 551 M m(3) was effused from 1968 to 2004. The dense rock equivalent effusion rate fell from about 2 m(3) s(-1) to about 0.1-0.2 m(3) s(-1) over the same period, with an average rate of about 0.5 m(3) s(-1). Between 1980 and 2004, the average effusion rate was 0.36 m(3) s(-1), a similar rate to that measured between 1974 and 1980. There have been two significant deviations from this long-term rate. The effusion rate increased from 1984 to 1991, at the same time as explosivity increased. After a period of moderate effusion rates in the 1990s, the rate fell to lower levels around 1999. (c) 2006 Elsevier B.V. All rights reserved.

The climate sensitivity and its components diagnosed from Earth Radiation Budget data

One of the major uncertainties in the ability to predict future climate change, and hence its impacts, is the lack of knowledge of the earth's climate sensitivity. Here, data are combined from the 1985-96 Earth Radiation Budget Experiment (ERBE) with surface temperature change information and estimates of radiative forcing to diagnose the climate sensitivity. Importantly, the estimate is completely independent of climate model results. A climate feedback parameter of 2.3 +/- 1.4 W m(-2) K-1 is found. This corresponds to a 1.0-4.1-K range for the equilibrium warming due to a doubling of carbon dioxide (assuming Gaussian errors in observable parameters, which is approximately equivalent to a uniform "prior" in feedback parameter). The uncertainty range is due to a combination of the short time period for the analysis as well as uncertainties in the surface temperature time series and radiative forcing time series, mostly the former. Radiative forcings may not all be fully accounted for; however, all argument is presented that the estimate of climate sensitivity is still likely to be representative of longer-term climate change. The methodology can be used to 1) retrieve shortwave and longwave components of climate feedback and 2) suggest clear-sky and cloud feedback terms. There is preliminary evidence of a neutral or even negative longwave feedback in the observations, suggesting that current climate models may not be representing some processes correctly if they give a net positive longwave feedback.

Mechanisms of midlatitude cross-tropopause transport using a potential vorticity budget approach

[ 1] A potential vorticity (PV) budget method has been used to attribute vertical transport across the near-tropopause ( 1 PVU surface) in extratropical weather systems to radiative, latent heating and cooling, and mixing processes. Sources and sinks of PV due to nonconservative processes are calculated online and advected as passive tracers. There is reasonable agreement between the spatial distribution of transport determined from the PV budget method and the transport across the 1 - 2 PVU zone from a passive tracer and trajectories, but different aspects of exchange can be diagnosed with each method. Stratosphere-to-troposphere transport occurred in the broad upper level PV anomalies and was attributed mainly to latent heating and cooling processes; troposphere-to-stratosphere transport occurred toward the tail of a PV filament and in a ridge region and was attributed mainly to radiative processes. The contribution of mixing processes to transport was comparatively small. Using the PV budget method, the domain integrated exchange across the 1 PVU surface was from stratosphere to troposphere, and the magnitude of 1 x 10(15) kg over a 2 day winter integration in a large North Atlantic domain is consistent with stratosphere-troposphere exchange calculations from other studies. This exchange arises from an approximate balance between the dominant stratosphere-to-troposphere transport due to latent heating and cooling processes and troposphere-to-stratosphere transport due to radiative processes. The direction of transport across the tropopause in a fold was found to be critically dependent on the PV surface considered to represent the tropopause.

Reconciling the electron counterstreaming and dropout occurrence rates with the heliospheric flux budget

Counterstreaming electrons (CSEs) are treated as signatures of closed magnetic flux, i.e., loops connected to the Sun at both ends. However, CSEs at 1 AU likely fade as the apex of a closed loop passes beyond some distance R, owing to scattering of the sunward beam along its continually increasing path length. The remaining antisunward beam at 1 AU would then give a false signature of open flux. Subsequent opening of a loop at the Sun by interchange reconnection with an open field line would produce an electron dropout (ED) at 1 AU, as if two open field lines were reconnecting to completely disconnect from the Sun. Thus EDs can be signatures of interchange reconnection as well as the commonly attributed disconnection. We incorporate CSE fadeout into a model that matches time-varying closed flux from interplanetary coronal mass ejections (ICMEs) to the solar cycle variation in heliospheric flux. Using the observed occurrence rate of CSEs at solar maximum, the model estimates R ∼ 8–10 AU. Hence we demonstrate that EDs should be much rarer than CSEs at 1 AU, as EDs can only be detected when the juncture points of reconnected field lines lie sunward of the detector, whereas CSEs continue to be detected in the legs of all loops that have expanded beyond the detector, out to R. We also demonstrate that if closed flux added to the heliosphere by ICMEs is instead balanced by disconnection elsewhere, then ED occurrence at 1 AU would still be rare, contrary to earlier expectations.

Innovative implementation of iLearn e-Portfolio for Personal Development Planning

iLearn is a Web 2.0 tool developed in Blackboard to help students with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the students. The e-Portfolio tool benefits students as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Students find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables students to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the assignments and how students make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the “Individual Learner Profile” records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, students become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for students to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the students’ feedback, for those who engage regularly in iLearn, they are better able to set agendas for their Personal Tutorial meetings and provide their Personal Tutor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their student experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares for the workplace and life beyond University including continuing professional development. Students are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for students to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.