Re-release; Lavoie, D; Pinet, N; Zhang, S; Reyes, J; Jiang, C; Ardakani, O H; Savard, M M; Dhillon, R S; Chen, Z; Dietrich, J R; Hu, K; Craven, J A; Roberts, B; Duchesne, M J; Brake, V I; Huot-Vézina, G; Galloway, J M; McCracken, A D; Asselin, E; Decker, V; Beauchemin, M; Nicolas, M P B; Armstrong, D K; Hahn, K E. Sedimentary basins of northern Canada: contributions to a 1000 Ma geological journey and insight on resource potential; by Lavoie, D (ed.); Dewing, K (ed.); Geological Survey of Canada, Bulletin 609, 2022 p. 37-76, https://doi.org/10.4095/326090
<a href="https://geoscan.nrcan.gc.ca/images/geoscan/gid_326090.jpg"><img src="https://geoscan.nrcan.gc.ca/images/geoscan/gid_326090.jpg" title="Sedimentary basins of northern Canada: contributions to a 1000 Ma geological journey and insight on resource potential; by Lavoie, D (ed.); Dewing, K (ed.); Geological Survey of Canada, Bulletin 609, 2022 p. 37-76, https://doi.org/10.4095/326090" height="150" border="1" /></a>

Re-release; Hadlari, T. Sedimentary basins of northern Canada: contributions to a 1000 Ma geological journey and insight on resource potential; by Lavoie, D (ed.); Dewing, K (ed.); Geological Survey of Canada, Bulletin 609, 2022 p. 215-235, https://doi.org/10.4095/326088
<a href="https://geoscan.nrcan.gc.ca/images/geoscan/gid_326088.jpg"><img src="https://geoscan.nrcan.gc.ca/images/geoscan/gid_326088.jpg" title="Sedimentary basins of northern Canada: contributions to a 1000 Ma geological journey and insight on resource potential; by Lavoie, D (ed.); Dewing, K (ed.); Geological Survey of Canada, Bulletin 609, 2022 p. 215-235, https://doi.org/10.4095/326088" height="150" border="1" /></a>

Re-release; Dewing, K; Hadlari, T. Sedimentary basins of northern Canada: contributions to a 1000 Ma geological journey and insight on resource potential; by Lavoie, D (ed.); Dewing, K (ed.); Geological Survey of Canada, Bulletin 609, 2022 p. 23-35, https://doi.org/10.4095/326085
<a href="https://geoscan.nrcan.gc.ca/images/geoscan/gid_326085.jpg"><img src="https://geoscan.nrcan.gc.ca/images/geoscan/gid_326085.jpg" title="Sedimentary basins of northern Canada: contributions to a 1000 Ma geological journey and insight on resource potential; by Lavoie, D (ed.); Dewing, K (ed.); Geological Survey of Canada, Bulletin 609, 2022 p. 23-35, https://doi.org/10.4095/326085" height="150" border="1" /></a>

bpostgroup has announced its third quarter 2024 results. EBIT decline reflects new Press contracts and North American pressure, partially offset by Staci’s contribution starting in August.

3 of the most exciting exercise activities that you can do outside.

Outdoor exercise is a great way to get in shape, stay in shape.

A number of fun activities to do outside with the entire family during the fall season.

Four extreme sports to try during your next outdoor adventure vacation.

Daily decisions and lifestyle activity choices to improve your overall health and well being.

Peter Drucker, ‘the founder of modern management’ said:

Computer Supported Collaborative Learning could highly impact education around the world if the proper Collaborative Learning tools are set in place. In this paper we describe the design of a collaborative learning activity for teaching Chemistry to Chilean students. We describe a PDA-based software tool that allows teachers to create workgroups in their classrooms in order to work on the activity. The developed software tool has three modules: one module for teachers, which runs on a PC and lets them create the required pedagogical material; second, there is a PDA module for students which lets them execute the activity; finally, a third module allows the teacher set workgroups and monitor each workgroup during the activity.

Aim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education through Application-Supported Experiential Learning), a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by doing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what they learn and why it is important, which is vital in helping them to understand the relevance of the experience. A just-in-time tool (EASEL) was needed to facilitate this. Methodology: To inform the development of a mobile application that facilitates real-time guided reflection and to determine the relevant feature set, we conducted a needs analysis with both students and faculty members. Data collected during this stage of the evaluation helped guide the creation of a prototype. The user experience of the prototype and interface interactions were evaluated during the usability phase of the evaluation study. Contribution: Both the needs analysis and usability assessment provided justification for continued development of EASEL as well as insight that guides current development. Findings: The interaction design of EASEL is understandable and usable. Both students and teachers value an application that facilitates real-time guided reflection. Recommendations for Practitioners: The use of a system such as EASEL can leverage time and location-based services to support students in field experiences. This technology aligns with evidence that guided reflection provides opportunities for metacognition. Recommendation for Researchers: Iterative prototyping, testing, and refinement can lead to a deliberate and effective app development process. Impact on Society: The EASEL platform leverages inherent functionality of mobile devices, such as GPS and persistent network connectivity, to adapt reflection tasks based on lo-cation or time. Students using EASEL will engage in guided reflection, which leads to metacognition and can help instructors scaffold learning Future Research: We will continue to advance the application through iterative testing and development. When ready, the application will be vetted in larger studies across varied disciplines and contexts.

Aim/Purpose: During the education of future engineers and experts in the field of computer science and information communication technology, the achievement of learning outcomes related to different levels of cognitive ability and knowledge dimensions can be a challenge. Background: Teachers need to design an appropriate set of activities for students and combine theory-based knowledge acquisition with practical training in technical skills. Including various activities for formative assessment during the course can positively affect students’ motivation for learning and ensure appropriate and timely feedback that will guide students in further learning. Methodology: The aim of the research presented in this paper is to propose an approach for course delivery in the field of software engineering and to determine whether the use of the approach increases student’s academic achievement. Using the proposed approach, the course Process Modeling for undergraduate students was redesigned and experimental study was conducted. Course results of the students (N=82) who took the new version of the course (experimental group) were compared to the results of the students from the control group (N=66). Contribution: An approach for a blended learning course in the field of software engineering was developed. This approach is based on the formative assessment activities that promote collaboration and the use of digital tools. Newly designed activities are used to encourage a greater level of acquired theoretical content and enhance the acquisition of subject-specific skills needed for practical tasks. Findings: The results showed that students who participated in the formative assessment activities achieved significantly better results. They had significantly higher scores in the main components of assessment compared to the students from the control group. In addition, students from the experimental group expressed positive views about the effectiveness of the used approach. Recommendations for Practitioners: The proposed approach has potential to increase students’ motivation and academic achievements so practitioners should consider to apply it in their own context. Recommendation for Researchers: Researchers are encouraged to conduct additional studies to explore the effectiveness of the approach with different courses and participants as well as to provide further insights regarding its applicability and acceptance by students. Impact on Society: The paper provides an approach and an example of good practice that may be beneficial for the university teachers in the field of computer science, information-communication technology, and engineering. Future Research: In the future, face-to-face activities will be adapted for performance in an online environment. Future work will also include a research on the possibilities of personalization of activities in accordance with the students’ characteristics.

Copying and duplicating papers for educational purposes is a violation form of copyright in Indonesia. The principle of fair use in education is a form of structured violation. Copying and duplicating the papers of the authors for educational purposes has provided commercial (business) benefits for libraries and universities. The research method is conducted using the observation method in libraries and universities that duplicate papers. The method also uses the normative juridical method that connects duplication of the papers in libraries and universities with the fair use principle. The results explain the authors' loss from copying and duplicating of papers in libraries and universities. Therefore, copying and duplicating the papers can only be done by implementing the responsibility system. Copying and duplicating the papers of the authors' in libraries and universities can be allowed if they fulfil the elements of copyright protection in the new concept.

The most common course delivery model is based on teacher (knowledge provider) - student (knowledge receiver) relationship. The most visible symptom of this situation is over-reliance on textbook’s tutorials. This traditional model of delivery reduces teacher flexibility, causes lack of interest among students, and often makes classes boring. Especially this is visible when teaching Computer Literacy courses. Instead, authors of this paper suggest a new active model which is based on MS Office simulation. The proposed model was discussed within the framework of three activities: guided software simulation, instructor-led activities, and self-directed learning activities. The model proposed in the paper of active teaching based on software simulation was proven as more effective than traditional.

Aim/Purpose: Climate change mitigation is a global challenge, in which academia and business have a role to play. This research explores ways to develop a freely-available information system that would enable small businesses to identify and reduce their environmental footprint. Background: While large organizations have the resources to track emissions and other pertinent data, small businesses may not, despite intentions to be more environmentally responsible. Freely available applications to track emissions focus on the carbon footprint of things, whereas activities are a more meaningful unit of analysis for business managers. Methodology: Using a design science research approach, we conducted a study of a collaborative project that investigated how a low-cost, freely-available online wiki could be developed by group of students, under the guidance of university scholars and business owners. In the project, different student groups were tasked to create the wiki, input content and design a dashboard interface for managers to find data relevant to their business. The research takes an information systems view of the project, relying on the holistic notion of activity from activity theory and taking a design science approach to the study. Contribution: The paper contributes to the practices of green information systems, climate change, and small business. Theoretically it provides new insights into the linear view of design science in resource poor, collaborative projects. Findings: The research demonstrates the viability of an online system to track the envi-ronmental footprint of business activities. It reveals the challenges from a design science perspective of attempts to create online systems using freely available products and labor. Recommendations for Practitioners: Meaningful information systems to assist small businesses to manage their environmental footprint should focus on activities not things, be low cost and easy to use. Recommendation for Researchers: Complex nonlinear design science frameworks may be needed to build community-based green information systems projects. Impact on Society: This paper examines the role that university-community partnerships can play in mitigating climate change. Future Research: We should now investigate ways to ensure the viability and sustainability of systems developed by groups of university students.

Washington — Despite being short-staffed, the Chemical Safety Board is “working hard to rebuild and revitalize” the agency, CSB Chair Steve Owens said at an April 27 public business meeting.

Houston — When OSHA revised its rules for reporting severe injuries in 2014, agency officials were not sure what to expect, Patrick Kapust, deputy director of OSHA’s Directorate of Enforcement Programs, said Monday during the “OSHA Current Activities Update” Technical Session at the 2018 National Safety Council Congress & Expo.

Rosemont, IL — The OSHA region that Bill Donovan oversees will soon be renamed, but what won’t change are the agency’s efforts to promote and protect worker safety and health.

Anaheim, CA – The status of OSHA’s Severe Violator Enforcement Program was in the spotlight during the “OSHA Current Activities” Technical Session on Monday at the 2016 NSC Congress & Expo.

Chicago — A third of rideshare drivers have been involved in a crash while on the job, results of a recent study suggest.

Children's Geographies; 02/01/2023
(AN 163249011); ISSN: 14733285
Academic Search Premier

Children's Geographies; 02/01/2024
(AN 175911765); ISSN: 14733285
Academic Search Premier

We talk about what you need to know about the importance and safety of the COVID-10 vaccine in children, and the status and process of vaccination approval for children under twelve. Also, how to navigate summer activities, travel, and masks with unvaccinated children, and the impacts of the virus on kids.

According to Al Arabiya, frequent use of wireless headphones may lead to oncology. Prolonged use of Bluetooth headphones increases the risk of developing tumors in the body and may also contribute to miscarriages in women. In this regard, experts recommend limiting the use of wireless headphones while exercising, watching TV, and in other situations. However, it is worth noting that specialists also emphasized that smartphones and X-ray radiation can cause greater harm to the human body.

In the structure of the title co-crystal, C3H3N3O2·C5H8N2, the components are linked by a set of directional O—H⋯N, N—H⋯O, N—H⋯N and C—H⋯O hydrogen bonds to yield a two-dimensional mono-periodic arrangement. The structure propagates in the third dimension by extensive π–π stacking inter­actions of nearly parallel mol­ecules of the two components, following an alternating sequence. The primary structure-defining inter­action is very strong oxime-OH donor to pyrazole-N acceptor hydrogen bond [O⋯N = 2.587 (2) Å], while the significance of weaker hydrogen bonds and π–π stacking inter­actions is comparable. The distinct structural roles of different kinds of inter­actions agree with the results of a Hirshfeld surface analysis and calculated inter­action energies. The title compound provides insights into co-crystals of active agrochemical mol­ecules and features the rational integration in one structure of a fungicide, C3H3N3O2, and a second active component, C5H8N2, known for alleviation the toxic effects of fungicides on plants. The material appears to be well suited for practical uses, being non-volatile, air-stable, water-soluble, but neither hygroscopic nor efflorescent.

Rising levels of noise in the ocean have been identified as a growing concern for the well-being of marine mammals, but other threats such as pollution, climate change, and prey depletion by fisheries may also harm marine mammals and influence their response to additional noise.

The Gulf Research Program (GRP) of the National Academies of Sciences, Engineering, and Medicine today announced a new funding opportunity under its Healthy Ecosystems Initiative.

The Gulf Research Program (GRP) of the National Academies of Sciences, Engineering, and Medicine today announced grant awards totaling $5.27 million for six new projects. These projects, planned to span two to three years, aim to improve understanding of how natural processes and human activities interact to affect coastal ecosystems in the U.S. Gulf Coast region.

Oceanographers from MIT and Woods Hole Oceanographic Institution report that the northeast Pacific Ocean has absorbed an increasing amount of anthropogenic carbon dioxide over the last decade, at a rate that mirrors the increase of carbon dioxide emissions pumped into the atmosphere.

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Located centrally between Palm Beach and Miami, Pompano Beach is the perfect beach getaway for your next family vacation. Pompano Beach is a sleepy little beach town just minutes away from the busy city activities of Fort Lauderdale.

Bridging Digital & Personal Worlds, Offering a Diverse Platform to Combat Loneliness. Join the Movement for Genuine Connections & Empowered Local Communities

By PRNewswire-USNewswire This year, NASA will celebrate Earth Day, April 22, with a variety of live and online activities Thursday and Friday, April 20-21, to engage the public in the agency’s mission to better understand and protect our home planet. … Continue reading →

ETSI publishes new work programme, keeping up the pace of ongoing activities

Sophia Antipolis, 22 June 2020

ETSI is pleased to release its 2020-2021 work programme.

In ETSI we are constantly exploring new ways to make the development of standards faster and more efficient. Our FORGE platform, for example, gives developers free access to open-source code produced by our members. And as we have already seen this year, the need for effective virtual collaboration between individuals and teams has never been keener.

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ETSI’s Activities in Artificial Intelligence: Read our New White Paper

Sophia Antipolis, 21 December 2022

ETSI has a long history of developing standards in the field of artificial intelligence (AI) and systems that use and support AI. Today ETSI is pleased to release a new White Paper developed by a variety of members and experts. They include companies from telecom and network communication sectors, from large and small and medium enterprises, based either in Europe, Asia or America.

This White Paper entitled ETSI Activities in the field of Artificial Intelligence supports all stakeholders and summarizes ongoing effort in ETSI and planned future activities. It also includes an analysis on how ETSI deliverables may support current policy initiatives in the field of artificial intelligence.  A section of the document outlines ETSI activities of relevance to address Societal Challenges in AI while another addresses the involvement of the European Research Community.

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This document is only available in PDF format.

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Nearly a year after releasing its Moments curation feature, Twitter Moments is now available to users.

Twitter Moments are curated stories about what’s happening around the world—powered by Tweets.  Originally, a user could click on Moments on their profile page to find curated stories, i.e News, Entertainment, Sports, and Fun, in a typical news format.

But now, it’s easy to create your own story with Twitter Moments.  I think this is a great way to share school events and activities and it could also assist with classroom discussion, especially when dealing with current events.

Either watch the video by Richard Byrne of Free Technology for Teachers or follow the directions from Twitter below:

How to create a Moment

There are three ways to begin creating your own Moment. You can access Moments through the Moments tab, your profile page, or through a Tweet detail. To get started all you need is a title, description, Tweets, and a selected cover image.

From the Moments tab:

1. From the Moments tab, click the Create new Moment button.
2. Click the Title your Moment field to give your Moment a name.Note: Titles can be up to 75 characters in length.
3. Click the Add a description field to type in a description for your Moment.Note: Descriptions can be up to 250 characters in length. 
4. Choose Tweets to add to your Moment: 
1. From the Add Tweets to your Moment section at the bottom of the page, quickly access content to select Tweets from Tweets I’ve liked, Tweets by account, Tweet link, and Tweet search prompts. 
2. To add a Tweet to your Moment, click on the checkmark icon 
5. Click Set cover to choose a cover image from one of your selected Tweets, or to upload an image from your computer. Drag your selected image to set a Mobile preview, click the Next button, then click the Save button.Note: To change your selected image, hover over the cover image and click on Change cover media. After you’ve set your cover media, the source will be credited below the image. 
6. Once you have Tweets in your collection, click on the up  or down arrow buttons  to the right of a Tweet to move it up or down.
7. Click on the delete button  to remove a Tweet from your Moment.
8. Click on the crop button  next to any of your selected Tweets to make an image selection for mobile viewing.
9. Click the Finish later button at the top of the page to save a draft.
10. When you are ready to make your Moment live, click on the Publish button at the top of the page.

From a Tweet:

1. Click the more button 
2. Select New Moment to add the Tweet to a new Moment.Note: Any completed Moments or Moments drafts you have in progress will also be listed in the drop-down to choose from.
3. Follow the directions above to complete your Moment.

From the Moments tab on your profile page:

1. Click on the Moments tab, then click the Create new Moment button to get started.
2. Follow the directions above to complete your Moment.

From the More menu at the top of the page:

1. Click on ••• More while in draft mode.
1. Select Choose mobile theme color if you’d like to apply one.
2. Select Mark that Moment contains sensitive material if appropriate.
3. Select Share Moment privately to copy and paste your Moment’s URL to share privately with others. Note: The Moment will only be visible to people who have the URL, it will not be visible on your profile page, or published on Twitter.
4. Select Unpublish Moment to unpublish a Moment you have previously published. 
5. Select Delete Moment to permanently remove the Moment from your profile and Twitter. Note: You will see a confirmation pop-up message to confirm the deletion.

After you’ve saved your Moment as a draft:

• You can click on the Edit button under the Moment description to continue editing your Moment.
• Click the Tweet button under the Moment description to share your Moment with your followers. Note: The Tweet compose box will pop up giving you an opportunity to edit or add to the auto-populated Moment title and link in the compose box.
• Click on the more button  under the Moment description to send your Moment via Direct Message, and to view the copy and embed links to your Moment. Note: As you scroll through your saved or published Moment you will see a menu pop-up on the left hand side to conveniently Edit, Tweet, or Message your Moment.

Frequently asked questions

Can I make my Moments private?
When creating a Moment, you can select Share Moment privately, which will only make the Moment available to those who have the link. If you would like to make previously published or shared Moments visible to only you, select Unpublish Moment.

Can content in my Moment be reported?
Yes. Content displayed in a Moment, such as photos, videos, or Tweets can be reported. To learn about the various options for reporting components of a Moment, read our How to report violations article.

What happens if a Tweet I included in my Moment is reported?
If the cover or any of the individual Tweets of your Moment is reported to us and found to be in violation of the Twitter Rules, your account may be locked—even if you did not author the Tweet.

New Articles Entry: 'Groups of three in pairwork activities' has just been added to the Articles area of UsingEnglish.com.