The variety of variables in automated real-time refinement

The refinement calculus is a well-established theory for deriving program code from specifications. Recent research has extended the theory to handle timing requirements, as well as functional ones, and we have developed an interactive programming tool based on these extensions. Through a number of case studies completed using the tool, this paper explains how the tool helps the programmer by supporting the many forms of variables needed in the theory. These include simple state variables as in the untimed calculus, trace variables that model the evolution of properties over time, auxiliary variables that exist only to support formal reasoning, subroutine parameters, and variables shared between parallel processes.

Critical comparison of Julius Kruttschnitt Mineral Research Centre (JKMRC) blast fragmentation models

Blast fragmentation can have a significant impact on the profitability of a mine. An optimum run of mine (ROM) size distribution is required to maximise the performance of downstream processes. If this fragmentation size distribution can be modelled and controlled, the operation will have made a significant advancement towards improving its performance. Blast fragmentation modelling is an important step in Mine to Mill™ optimisation. It allows the estimation of blast fragmentation distributions for a number of different rock mass, blast geometry, and explosive parameters. These distributions can then be modelled in downstream mining and milling processes to determine the optimum blast design. When a blast hole is detonated rock breakage occurs in two different stress regions - compressive and tensile. In the-first region, compressive stress waves form a 'crushed zone' directly adjacent to the blast hole. The second region, termed the 'cracked zone', occurs outside the crush one. The widely used Kuz-Ram model does not recognise these two blast regions. In the Kuz-Ram model the mean fragment size from the blast is approximated and is then used to estimate the remaining size distribution. Experience has shown that this model predicts the coarse end reasonably accurately, but it can significantly underestimate the amount of fines generated. As part of the Australian Mineral Industries Research Association (AMIRA) P483A Mine to Mill™ project, the Two-Component Model (TCM) and Crush Zone Model (CZM), developed by the Julius Kruttschnitt Mineral Research Centre (JKMRC), were compared and evaluated to measured ROM fragmentation distributions. An important criteria for this comparison was the variation of model results from measured ROM in the-fine to intermediate section (1-100 mm) of the fragmentation curve. This region of the distribution is important for Mine to Mill™ optimisation. The comparison of modelled and Split ROM fragmentation distributions has been conducted in harder ores (UCS greater than 80 MPa). Further work involves modelling softer ores. The comparisons will be continued with future site surveys to increase confidence in the comparison of the CZM and TCM to Split results. Stochastic fragmentation modelling will then be conducted to take into account variation of input parameters. A window of possible fragmentation distributions can be compared to those obtained by Split . Following this work, an improved fragmentation model will be developed in response to these findings.

Heroin overdose: Research and evidence-based intervention

Drug overdose is a major cause of Premature death and morbidity among heroin users. This article examines recent research into heroin overdose to inform interventions that will reduce the rate of overdose death. The demographic characteristics of overdose cases are discussed, including factors associated with overdose: polydrug use, drug purity, drug tolerance, routes of administration, and suicide. Responses by heroin users at overdoses are also examined. Potential interventions to reduce the rate of overdose and overdose-related morbidity are examined in light of the emerging data in this field.

Key issues in determining the ethics of research subject payment: the special case of drug abuse epidemiology

The authors identify key issues that researchers, funding bodies, ethics committees and ethicists might consider in contemplating research subject payment ethics. They argue that what is missing from the broader debate is due consideration of ethics committee decision processes; research subject reasons for participation; and current research practices. The authors explore these issues and how they relate to existing guidelines on voluntary consent, and arguments that have been proposed for and against research subject payments. (non- author abstract)

The case for emotional intelligence in organizational research

Since its popularization by Goleman (1995), the concept of emotional intelligence has been the subject of ongoing controversy, so it is understandable that the model we proposed, which includes emotional intelligence as a moderator variable, would attract its share of criticism.

Aboriginal and Torres Strait Islander health research and the conduct of longitudinal studies: issues for debate

The National Health and Medical Research Council, Research Agenda Working Group (RAWG), and the literature on Indigenous health have identified the need to fill gaps in descriptive data on Aboriginal and Torres Strait Islander health and noted both the lack of research with urban populations and the need for longitudinal studies. This paper presents some of the broad ethical and methodological challenges associated with longitudinal research in Indigenous health and focuses particularly on national studies and studies in urban areas. Our goal is to advance debate in the public health arena about the application of ethical guidelines and the conduct of longitudinal studies in Aboriginal and Torres Strait Islander communities. We encourage others to offer their experiences in this field.

Ação mediada em aulas de Biologia : um enfoque a partir dos conceitos de fotossíntese e respiração celular

Esta pesquisa teve como objetivo investigar o papel da ação mediada na configuração dos sentidos que perpassam um processo de interação discursiva em uma sala de aula de Biologia, da 1ª série do ensino médio, de uma escola pública estadual do município de Vitória-ES, durante aulas que visavam abordar os conceitos de fotossíntese e respiração celular. Para isso, apoiamo-nos na tese de que a ação mediada qualificada como organizada, dialógica, compreensiva e interativa favorece a formação desses conceitos científicos por alunos de ensino médio. Assim, partimos de uma concepção teórico-metodológica ancorada na matriz histórico-cultural. A pesquisa-ação crítico-colaborativa foi utilizada como aporte metodológico e os instrumentos de coleta de dados se basearam em observações do cotidiano escolar e da sala de aula com registros em diários de campo, filmagem das aulas em vídeo, questionários, provas escritas dos alunos e entrevistas reflexivas. As análises dos dados se basearam na análise microgenética proposta por Vigotski, complementada com uma análise compreensiva ancorada nas ideias de Bakhtin. Dois grandes eixos de análise foram delimitados: 1 - a ação mediada no trabalho com os alunos; 2 - os enunciados e sentidos produzidos durante o processo da pesquisa na perspectiva da professora. Os resultados revelam evidências de que a ação mediada qualificada como intencional, organizada, dialógica, compreensiva e interativa favorece a formação dos conceitos científicos de fotossíntese e respiração celular por alunos do ensino médio, promovendo um ensino fecundo, na concepção defendida por Vigotski. Os resultados indicam também que o processo de pesquisa-ação crítico- colaborativa apresentou resultados positivos no que concerne à formação continuada da professora de Biologia. Concluímos que se fazem necessários investimentos em programas de formação de professores que procuram articular escola e universidade, integrando formação inicial e continuada de professores. Para isso, defendemos que esse processo de formação seja feito dentro de uma perspectiva crítica e colaborativa, baseada em uma ação mediada intencional e dialógica que favoreça o desenvolvimento de um ensino fecundo