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DiBiase, David. "Is distance teaching more work or less work?" American Journal of Distance Education 14, no. 3 (January 2000): 6–20. http://dx.doi.org/10.1080/08923640009527061.
Zengin, Oğuzhan, and Özgür Altindağ. "Social Work Education from Distance." Procedia - Social and Behavioral Sciences 106 (December 2013): 2426–30. http://dx.doi.org/10.1016/j.sbspro.2013.12.278.
Siegel, Elbert, Joanne G. Jennings, Jack Conklin, and Shelly A. Napoletano Flynn. "Distance Learning in Social Work Education." Journal of Social Work Education 34, no. 1 (January 1998): 71–80. http://dx.doi.org/10.1080/10437797.1998.10778906.
Morrow, Paula C. "Work Adjustment Theory: From a Distance." Journal of Vocational Behavior 43, no. 1 (August 1993): 90–97. http://dx.doi.org/10.1006/jvbe.1993.1034.
Miller, LaVerne W. "Work force development through distance learning." New Directions for Community Colleges 1991, no. 75 (1991): 63–68. http://dx.doi.org/10.1002/cc.36819917511.
Archambault, Leanna, and Kent Crippen. "K–12 Distance Educators at Work." Journal of Research on Technology in Education 41, no. 4 (June 2009): 363–91. http://dx.doi.org/10.1080/15391523.2009.10782535.
Haber, Natalie, Melissa Cornwell, and Andrea Hebert. "This worksheet works: Making the DLS Standards work for you." College & Research Libraries News 80, no. 9 (October 3, 2019): 524. http://dx.doi.org/10.5860/crln.80.9.524.
The ACRL Standards for Distance Learning Library Services are increasingly used by librarians who are striving to provide adequate and equitable services to their online learning populations. In an environment where more fully online programs are springing up, more campus-wide strategic plans include moving general education requirements online, and more students than ever are enrolled in distance or online classes, these Standards can be useful for advocacy, communication to stakeholders, and driving goals and direction both for your library as a whole and for your distance or online learning librarian.
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Milenin, M. V. "Distance Work Changes Strategy of HR Management." Vestnik of the Plekhanov Russian University of Economics 17, no. 4 (July 23, 2020): 92–102. http://dx.doi.org/10.21686/2413-2829-2020-4-92-102.
The development of new means of telecommunications, such as IP-telephony, messengers, applications for videoconferencing, platforms for distance work with documents (for example, googleapps) and others have been promoting recently the change-over of employees to distance (remote) work. The article analyzes findings of the survey dealing with distance work. Two hypotheses were put forward for the research: 1) work from home would be more productive for many people; 2) a lot of people would assess distance work positively and would prefer it to office work. Both hypotheses were confirmed by survey findings. Another goal of the research was to identify positive and negative sides of distance work with subsequent investigation of possibilities to eliminate minuses and of impact of pluses on employees’ motivation. Recommendations for companies’ executives and HR-divisions were prepared dealing with possibility and usefulness of full and partial change-over to remote work. In view of business, change-over of employees to distance work may have the following advantages: cut costs for rent of offices; upgrade business processes and communications; introduce advanced work technologies; raise efficiency, motivation and satisfaction of employees.
Lentell, Helen M. "Distance education as work : making distance education work in campus universities." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43124.
This thesis is about distance education as work in campus universities. It seeks to understand how distance education arose and has been sustained in campus universities. The research uncovers that critical to the development and sustainability of distance education are the workers (academic and administrative) who believe and are committed to this form of provision for those who are otherwise unable to study. The literature on distance education rarely addresses the role of the distance education workers. Rather it suggests that distance education is very unlikely to develop, let alone be sustained, if the appropriate infra structure is not in place to support it. More recently a contrasting approach, ignoring policies and organisational structures, suggests that the wide scale adoption of learning technologies will mainstream distance education into conventional university provision. There will be little or no difference between the two methods of course delivery. My professional observation was that neither accounts could explain the vibrant and successful distance education that had grown bottom up within departments in campus universities in the UK. This provision, whilst successful, remained marginal to mainstream university teaching and learning. The research for this thesis took place between 2012 and 2015. It utilises an iterative ethnographically informed interview process and was in two stages. The first stage was concerned with ascertaining what ten internationally well known and successful leaders of distance education provision considered to be the critical factors for successful distance education provision. Called the leader/experts in the research, I had anticipated that they would stress leadership and management - and they did. However what emerged from these first stage conversations was that above all else it was the people who worked in distance education who made it take off and thrive. Thus whilst infra structure and technology were important, they were second order considerations for success. These leader/experts pointed to the team working and shared values of distance education workers and their role, as leaders in distance education, was to provide an enabling environment for distance education workers. The second and substantive stage of the research explores how 27 distance education workers in 6 departments in three UK campus universities, describe their work and why it is important to them. The analysis of the research data suggests that distance education workers, in all research sites, saw themselves as working in non hierarchical teams where all, regardless of grade or role, supported each other, worked cooperatively and learned together. This is described as the distance education community of practice and is seen by the distance education workers as very different to the typical (individualistic and competitive) ways of working in academic departments. In addition the interviewees all stressed their involvement and engagement with their distance education students, and emphasised that in all aspects of their work they were student centred. Interviewees also stressed their belief in the benefit of distance education, in particular emphasising the values of access. These core ideas and dispositions are described in the thesis as the distance education habitus. The distance education community of practice and distance education habitus give the distance education workers a sense of identity separate to their campus colleagues and explains their tireless efforts to 'work around' the systems and processes of the campus university, which are not designed to ensure the flexibility distance education students require for successful study. However all the interviewees, but most particularly in two of the universities (A and C), also reported that these ways of working were being eroded and stifled by changing managerial practices that promoted what were described as more 'efficient' ways of running the university. These managerial practices included technology led systems approaches to the management of all students, and changing requirements demanded of academic staff. The thesis concludes by drawing analogies with other public sector provision and noting the contradictions that whilst higher education policy makers are addressing the need for flexibility the operational management of universities are making this harder to achieve.
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Mathieu, Chauvet. "The Management of Distance in Distributed-work." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cis_diss/50.
Distributed- work has introduced challenges for both employees and managers alike. Maintaining a form of supervision and discipline remains then necessary as control is the ultimate means for the hierarchy to bridge the issue of distance. With regard to the unprecedented changes generated by the significant development of ICTs in organizations, we expressed the necessity to analyze how control is reconsidered within the managerial breakdown introduced by distributed-work.
Our theoretical reasoning finally led us to use the works of French philosopher Gilles Deleuze as a basis for a more relevant conceptual framework. Data coming from 49 interviews and 7 days as non-participant observer enabled us to provide evidences for the disruption of management practices due to the reconsideration of control in distributed-work. Both for managers, evolving from a supervisory to a facilitator status, and distributed-workers themselves, whose activities will mainly be directed by the management of their visibility, responsiveness and modulation. Ultimately, this PhD dissertation provides concrete managerial manifestations for Deleuzian societies of control.
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Davies, Paul. "Experience and distance : Heidegger, Blanchot, Levinas." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328614.
González, Hernán Mauricio. "The interaction between distance to work and vehicle miles traveled." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7858.
Thesis (Ph. D.) -- University of Maryland, College Park, 2007. Thesis research directed by: Dept. of Agricultural and Resource Economics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Nyström, Anton. "The Loss of Chaos : Figurational Togetherness with Digital Distance Work." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446323.
During the COVID-19 pandemic, many organizations and employees suddenly became increasingly reliant on digital technologies to safely continue work. In this master’s thesis, I tried to understand how such rapid change could be understood when compared to wider, more gradual processes of intensifying media reliance. This was a case study of a department within a Swedish municipality administration. Through employee interviews and a thematic analysis, and by drawing from mediatization theory and the figurational approach, I aimed to explore how a sudden increase in digital distance work had affected experiences of figurational togetherness, and how this related to wider processes of mediatization. More specifically, I assessed how practices of communication were perceived to have changed with digital distance work, and how the latter had affected aspects of power and the self. In sum, there had been a formalization and individualization of ‘figurational togetherness’ – the social experience of being with others in one or more figurations. Communication was generally perceived to have become more formal, structured, and efficient, but also more detached than before. At the same time, digital distance work appeared to have facilitated self-empowerment and individuality. Such processes had a partial and sometimes contradictory relation to wider processes of mediatization. The findings of this study were conceptualized as a ‘loss of chaos’. Given a newly gained perspective on physical copresence, I argued that one could start to make out the attributes of its materiality. Physical space involved chance, messiness, and contingency, but also inspiration, information richness and subtle yet complex social dynamics. Such aspects of chaos did not always translate well into the digital realm, something that was attributed to the characteristics and capacities that current digital collaboration tools did and did not have. Ultimately, the argument was made that this calls for further inquiries into the materiality of digital office technologies and that of physical copresence itself.
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Boyd, Charles F. "Preachers mentoring preachers through distance sermon coaching." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
Hallin, Henning. "Leadership at a distance : A qualitative study of managerial work at a distance during the COVID-19 pandemic." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-56024.
The aim of this study was to investigate management and leadership at a distance during the COVID-19 pandemic in Sweden. Eight managers from a large industrial company in Sweden currently working full time from home participated in the study, of which six were women. Semi structured interviews were carried out and the data was analyzed through thematic analysis which yielded 7 themes accompanied by 5 subthemes. Not being in the same physical space removes informal interactions, and to combat this, formalization has increased. Tasks that do not lend themselves well to formalization, such as getting a feel for co-worker’s emotional state or creative work, were found to be more difficult. The managers workdays had a high number of digital meetings, and their way of working was changed through digital adaptations. While the availability of quality social interactions with co-workers was down, digital meetings were used to keep interactions up within the work group. While work environment management was harder, work requiring heavy focus was described as more efficient when teleworking. Overall, the situation surrounding COVID-19 has been challenging for managers, but the digital space has evolved quickly, and work has still been able to function surprisingly well.
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Maley, Lejla Bilal. "Teaming at a Distance: The Work Experience on Global Virtual Teams." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588265024091539.
Ford, Michael Thomas. "Implications of psychological distance for the structure and motivation of safety at work." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3222.
Thesis (Ph.D.)--George Mason University, 2008. Vita: p. 123. Thesis director: Lois E. Tetrick. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed Aug. 28, 2008). Includes bibliographical references (p. 114-122). Also issued in print.
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Chauvet, Mathieu. "The management of distances in distributed-work : a Deleuzian approach to control." Thesis, Paris 9, 2012. http://www.theses.fr/2012PA090053.
L’émergence du travail à distance a causé l’apparition de nombreux challenges pour les managers et leurs subordonnés. Par conséquent, maintenir une forme de surveillance s’avère plus que jamais nécessaire, notamment car le contrôle représente un moyen significatif pour réduire la problématique de la distance. Au regard du bouleversement conséquent amené par ce développement exponentiel des technologies, il convient de s’interroger sur la façon dont les processus de contrôle ont été remis en question dans le cadre de la rupture managériale introduite par le travail à distance. Notre réflexion théorique nous a finalement conduit à solliciter les travaux du philosophe Gilles Deleuze comme base conceptuelle. Les données issues de 49 entretiens et 7 journées d’observations nous permettent de démontrer le bouleversement significatif des pratiques de gestion lié à la reconsidération du contrôle dans le travail à distance. A la fois pour les managers qui voient leur rôle évoluer d'un statut de superviseur à facilitateur, et leurs subordonnés, dont l'activité sera majoritairement guidée par le management de leur visibilité, réactivité et modulation. Cette thèse de doctorat constitue finalement une illustration concrète en Management du concept Deleuzien des sociétés de contrôle Distributed- work has introduced challenges for both employees and managers alike. Maintaining a form of supervision and discipline remains then necessary as control is the ultimate means for the hierarchy to bridge the issue of distance. With regard to the unprecedented changes generated by the significant development of ICTs in organizations, we expressed the necessity to analyze how control is reconsidered within the managerial breakdown introduced by distributed-work. Our theoretical reasoning finally led us to use the works of French philosopher Gilles Deleuze as a basis for a more relevant conceptual framework. Data coming from 49 interviews and 7 days as non-participant observer enabled us to provide evidences for the disruption of management practices due to the reconsideration of control in distributed-work. Both for managers, evolving from a supervisory to a facilitator status, and distributed-workers themselves, whose activities will mainly be directed by the management of their visibility, responsiveness and modulation. Ultimately, this PhD dissertation provides concrete managerial manifestations for Deleuzian societies of control
Mantyla, Karen. Interactive distance learning exercises that really work!: Turn classroom exercises into effective and enjoyable distance learning activities. Alexandria, VA: American Society for Training & Development, 1999.
Lehman, Rosemary M. Motivating and retaining online students: Research-based strategies that work. San Francisco, CA: Jossey-Bass, a Wiley brand, 2014.
Kurzman, Paul A., and Melissa B. Littlefield, eds. Online and Distance Social Work Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003016557.
Buckland, S. T., D. R. Anderson, K. P. Burnham, and J. L. Laake. "Extensions and related work." In Distance Sampling, 173–294. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1572-8_6.
Buckland, S. T., D. R. Anderson, K. P. Burnham, and J. L. Laake. "Extensions and related work." In Distance Sampling, 173–294. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1574-2_6.
Penketh, F. E. "Speed, Distance and Time." In Work Out Numeracy, 80–84. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08605-4_8.
Penketh, Ted. "Speed, Distance and Time." In Work Out Numeracy, 87–90. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-14099-2_9.
Jagannathan, Sheila. "Future of Work in a Globalized World." In Handbook of Distance Education, 366–81. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-29.
Egbert, Susan Cutler, Diane Calloway-Graham, and Derrik Tollefson. "Distance Field Education in Social Work." In Interdisciplinary Approaches to Distance Teaching, 157–71. New York, NY : Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315694412-10.
Bhanu, Bir, and Ju Han. "Conclusions and Future Work." In Human Recognition at a Distance in Video, 235–39. London: Springer London, 2010. http://dx.doi.org/10.1007/978-0-85729-124-0_12.
Edwards, Richard, and Katherine Nicoll. "Action at a Distance: Governmentality, Subjectivity and Workplace Learning." In Work, Subjectivity and Learning, 179–93. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5360-6_11.
Warshaw, Jeffrey, Steve Whittaker, Tara Matthews, and Barton A. Smith. "When Distance Doesn't Really Matter." In CSCW '16: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2818048.2835237.
Lee, Min Kyung, Nathaniel Fruchter, and Laura Dabbish. "Making Decisions From a Distance." In CSCW '15: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2675133.2675288.
Ngwenya, Elkana. "Sunday school-work times of teachers in Tasmania, Australia." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606022.
Erickson, Ingrid. "Session details: Distance, Coordination, and Motivation." In CSCW '16: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3260452.
Marlow, Jennifer, and Laura Dabbish. "Designing interventions to reduce psychological distance in globally distributed teams." In CSCW '12: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/2141512.2141568.
Soon, Lisa, and Campbell Fraser. "Knowledge activities in distance education online group work." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013849.
Figueira, Alvaro, and Rui Pereira. "Managing and assessing group work from a distance." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7043991.
Rodionova, Irina, Olga Titova, Ekaterina Konisterova, Irina Chistyakova, and Irina Golovina. "STUDENTS' INDEPENDENT WORK IN UNIVERSITY DISTANCE LEARNING ENVIRONMENT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1815.
Anderson, Richard, Ruth Anderson, Natalie Linnell, Mansoor Pervaiz, Umar Saif, and Fred Videon. "Collaborative technologies in international distance education." In 2009 13th International Conference on Computer Supported Cooperative Work in Design. IEEE, 2009. http://dx.doi.org/10.1109/cscwd.2009.4968112.
Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.
In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.
Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.
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Johnson, Eric M., Robert Urquhart, and Maggie O'Neil. The Importance of Geospatial Data to Labor Market Information. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0017.1806.
School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geospatial aspects of these transitions. Few LMIS systems fully consider or integrate geospatial school-to-work transition information, ignoring data critical to understanding and supporting successful and sustainable employment: employer locations; transportation infrastructure; commute time, distance, and cost; location of employment services; and other geographic barriers to employment. We provide recently collected geospatial school-to-work transition data from South Africa and Kenya to demonstrate the importance of these data and their implications for labor market and urban development policy.
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Rojas Scheffer, Raquel. http://mecila.net/wp-content/uploads/2020/11/WP-27-Rojas-Scheffer_Online.pdf. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2020. http://dx.doi.org/10.46877/rojasscheffer.2020.27.
Households that hire domestic workers are a space of compulsive encounters where people of different origins and social class meet, experiencing physical proximity that makes the social distance that prevails between them even more noticeable. Drawing on current research and scholarship on paid domestic work in Latin America, this paper explores the different ways of analysing the encounters of women from highly unequal social positions in the narrowness of the private household, arguing that the combination of physical proximity and affective ties fosters the (re)production of social inequalities and asymmetries of power. But while it is within the convivial relations of these households that inequality becomes evident, it is also there where it can be negotiated, fought, or mitigated. Households that hire domestic workers are thus a privileged site for observing negotiations and disputes concerning social inequalities, and hence, a critical context to study the reciprocal constitution of conviviality and inequality.
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Sinclair, Samantha, and Sandra LeGrand. Reproducibility assessment and uncertainty quantification in subjective dust source mapping. Engineer Research and Development Center (U.S.), August 2021. http://dx.doi.org/10.21079/11681/41523.
Accurate dust-source characterizations are critical for effectively modeling dust storms. A previous study developed an approach to manually map dust plume-head point sources in a geographic information system (GIS) framework using Moderate Resolution Imaging Spectroradiometer (MODIS) imagery processed through dust-enhancement algorithms. With this technique, the location of a dust source is digitized and recorded if an analyst observes an unobscured plume head in the imagery. Because airborne dust must be sufficiently elevated for overland dust-enhancement algorithms to work, this technique may include up to 10 km in digitized dust-source location error due to downwind advection. However, the potential for error in this method due to analyst subjectivity has never been formally quantified. In this study, we evaluate a version of the methodology adapted to better enable reproducibility assessments amongst multiple analysts to determine the role of analyst subjectivity on recorded dust source location error. Four analysts individually mapped dust plumes in Southwest Asia and Northwest Africa using five years of MODIS imagery collected from 15 May to 31 August. A plume-source location is considered reproducible if the maximum distance between the analyst point-source markers for a single plume is ≤10 km. Results suggest analyst marker placement is reproducible; however, additional analyst subjectivity-induced error (7 km determined in this study) should be considered to fully characterize locational uncertainty. Additionally, most of the identified plume heads (> 90%) were not marked by all participating analysts, which indicates dust source maps generated using this technique may differ substantially between users.
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Sinclair, Samantha, and Sandra LeGrand. Reproducibility assessment and uncertainty quantification in subjective dust source mapping. Engineer Research and Development Center (U.S.), August 2021. http://dx.doi.org/10.21079/11681/41542.
Accurate dust-source characterizations are critical for effectively modeling dust storms. A previous study developed an approach to manually map dust plume-head point sources in a geographic information system (GIS) framework using Moderate Resolution Imaging Spectroradiometer (MODIS) imagery processed through dust-enhancement algorithms. With this technique, the location of a dust source is digitized and recorded if an analyst observes an unobscured plume head in the imagery. Because airborne dust must be sufficiently elevated for overland dust-enhancement algorithms to work, this technique may include up to 10 km in digitized dust-source location error due to downwind advection. However, the potential for error in this method due to analyst subjectivity has never been formally quantified. In this study, we evaluate a version of the methodology adapted to better enable reproducibility assessments amongst multiple analysts to determine the role of analyst subjectivity on recorded dust source location error. Four analysts individually mapped dust plumes in Southwest Asia and Northwest Africa using five years of MODIS imagery collected from 15 May to 31 August. A plume-source location is considered reproducible if the maximum distance between the analyst point-source markers for a single plume is ≤10 km. Results suggest analyst marker placement is reproducible; however, additional analyst subjectivity-induced error (7 km determined in this study) should be considered to fully characterize locational uncertainty. Additionally, most of the identified plume heads (> 90%) were not marked by all participating analysts, which indicates dust source maps generated using this technique may differ substantially between users.
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Petrie, John, Yan Qi, Mark Cornwell, Md Al Adib Sarker, Pranesh Biswas, Sen Du, and Xianming Shi. Design of Living Barriers to Reduce the Impacts of Snowdrifts on Illinois Freeways. Illinois Center for Transportation, November 2020. http://dx.doi.org/10.36501/0197-9191/20-019.
Blowing snow accounts for a large part of Illinois Department of Transportation’s total winter maintenance expenditures. This project aims to develop recommendations on the design and placement of living snow fences (LSFs) to minimize snowdrift on Illinois highways. The research team examined historical IDOT data for resource expenditures, conducted a literature review and survey of northern agencies, developed and validated a numerical model, field tested selected LSFs, and used a model to assist LSF design. Field testing revealed that the proper snow fence setback distance should consider the local prevailing winter weather conditions, and snow fences within the right-of-way could still be beneficial to agencies. A series of numerical simulations of flow around porous fences were performed using Flow-3D, a computational fluid dynamics software. The results of the simulations of the validated model were employed to develop design guidelines for siting LSFs on flat terrain and for those with mild slopes (< 15° from horizontal). Guidance is provided for determining fence setback, wind characteristics, fence orientation, as well as fence height and porosity. Fences comprised of multiple rows are also addressed. For sites with embankments with steeper slopes, guidelines are provided that include a fence at the base and one or more fence on the embankment. The design procedure can use the available right-of-way at a site to determine the appropriate fence characteristics (e.g., height and porosity) to prevent snow deposition on the road. The procedure developed in this work provides an alternative that uses available setback to design the fence. This approach does not consider snow transport over an entire season and may be less effective in years with several large snowfall events, very large single events, or a sequence of small events with little snowmelt in between. However, this procedure is expected to be effective for more frequent snowfall events such as those that occurred over the field-monitoring period. Recommendations were made to facilitate the implementation of research results by IDOT. The recommendations include a proposed process flow for establishing LSFs for Illinois highways, LSF siting and design guidelines (along with a list of suitable plant species for LSFs), as well as other implementation considerations and identified research needs.
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Downes, Jane, ed. Chalcolithic and Bronze Age Scotland: ScARF Panel Report. Society for Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.184.
The main recommendations of the panel report can be summarised under five key headings: Building the Scottish Bronze Age: Narratives should be developed to account for the regional and chronological trends and diversity within Scotland at this time. A chronology Bronze Age Scotland: ScARF Panel Report iv based upon Scottish as well as external evidence, combining absolute dating (and the statistical modelling thereof) with re-examined typologies based on a variety of sources – material cultural, funerary, settlement, and environmental evidence – is required to construct a robust and up to date framework for advancing research. Bronze Age people: How society was structured and demographic questions need to be imaginatively addressed including the degree of mobility (both short and long-distance communication), hierarchy, and the nature of the ‘family’ and the ‘individual’. A range of data and methodologies need to be employed in answering these questions, including harnessing experimental archaeology systematically to inform archaeologists of the practicalities of daily life, work and craft practices. Environmental evidence and climate impact: The opportunity to study the effects of climatic and environmental change on past society is an important feature of this period, as both palaeoenvironmental and archaeological data can be of suitable chronological and spatial resolution to be compared. Palaeoenvironmental work should be more effectively integrated within Bronze Age research, and inter-disciplinary approaches promoted at all stages of research and project design. This should be a two-way process, with environmental science contributing to interpretation of prehistoric societies, and in turn, the value of archaeological data to broader palaeoenvironmental debates emphasised. Through effective collaboration questions such as the nature of settlement and land-use and how people coped with environmental and climate change can be addressed. Artefacts in Context: The Scottish Chalcolithic and Bronze Age provide good evidence for resource exploitation and the use, manufacture and development of technology, with particularly rich evidence for manufacture. Research into these topics requires the application of innovative approaches in combination. This could include biographical approaches to artefacts or places, ethnographic perspectives, and scientific analysis of artefact composition. In order to achieve this there is a need for data collation, robust and sustainable databases and a review of the categories of data. Wider Worlds: Research into the Scottish Bronze Age has a considerable amount to offer other European pasts, with a rich archaeological data set that includes intact settlement deposits, burials and metalwork of every stage of development that has been the subject of a long history of study. Research should operate over different scales of analysis, tracing connections and developments from the local and regional, to the international context. In this way, Scottish Bronze Age studies can contribute to broader questions relating both to the Bronze Age and to human society in general.
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Lewis, Sherman, Emilio Grande, and Ralph Robinson. The Mismeasurement of Mobility for Walkable Neighborhoods. Mineta Transportation Institute, November 2020. http://dx.doi.org/10.31979/mti.2020.2060.
The major US household travel surveys do not ask the right questions to understand mobility in Walkable Neighborhoods. Yet few subjects can be more important for sustainability and real economic growth based on all things of value, including sustainability, affordability, and quality of life. Walkable Neighborhoods are a system of land use, transportation, and transportation pricing. They are areas with attractive walking distances of residential and local business land uses of sufficient density to support enough business and transit, with mobility comparable to suburbia and without owning an auto. Mobility is defined as the travel time typically spent to reach destinations outside the home, not trips among other destinations that are not related to the home base. A home round trip returns home the same day, a way of defining routine trips based on the home location. Trip times and purposes, taken together, constitute travel time budgets and add up to total travel time in the course of a day. Furthermore, for Walkable Neighborhoods, the analysis focuses on the trips most important for daily mobility. Mismeasurement consists of including trips that are not real trips to destinations outside the home, totaling 48 percent of trips. It includes purposes that are not short trips functional for walk times and mixing of different trips into single purposes, resulting in even less useful data. The surveys do not separate home round trips from other major trip types such as work round trips and overnight trips. The major household surveys collect vast amounts of information without insight into the data needed for neighborhood sustainability. The methodology of statistics gets in the way of using statistics for the deeper insights we need. Household travel surveys need to be reframed to provide the information needed to understand and improve Walkable Neighborhoods. This research makes progress on the issue, but mismeasurement prevents a better understanding of the issue.
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Hilbrecht, Margo, David Baxter, Alexander V. Graham, and Maha Sohail. Research Expertise and the Framework of Harms: Social Network Analysis, Phase One. GREO, December 2020. http://dx.doi.org/10.33684/2020.006.
In 2019, the Gambling Commission announced a National Strategy to Reduce Gambling Harms. Underlying the strategy is the Framework of Harms, outlined in Measuring gambling-related harms: A framework for action. "The Framework" adopts a public health approach to address gambling-related harm in Great Britain across multiple levels of measurement. It comprises three primary factors and nine related subfactors. To advance the National Strategy, all componentsneed to be supported by a strong evidence base. This report examines existing research expertise relevant to the Framework amongacademics based in the UK. The aim is to understand the extent to which the Framework factors and subfactors have been studied in order to identify gaps in expertise and provide evidence for decision making thatisrelevant to gambling harms research priorities. A social network analysis identified coauthor networks and alignment of research output with the Framework. The search strategy was limited to peer-reviewed items and covered the 12-year period from 2008 to 2019. Articles were selected using a Web of Science search. Of the 1417 records identified in the search, the dataset was refined to include only those articles that could be assigned to at least one Framework factor (n = 279). The primary factors and subfactors are: Resources:Work and Employment, Money and Debt, Crime;Relationships:Partners, Families and Friends, Community; and Health:Physical Health, Psychological Distress, and Mental Health. We used Gephi software to create visualisations reflecting degree centrality (number of coauthor networks) so that each factor and subfactor could be assessed for the density of research expertise and patterns of collaboration among coauthors. The findings show considerable variation by framework factor in the number of authors and collaborations, suggesting a need to develop additional research capacity to address under-researched areas. The Health factor subcategory of Mental Health comprised almost three-quarters of all citations, with the Resources factor subcategory of Money and Debt a distant second at 12% of all articles. The Relationships factor, comprised of two subfactors, accounted for less than 10%of total articles. Network density varied too. Although there were few collaborative networks in subfactors such as Community or Work and Employment, all Health subfactors showed strong levels of collaboration. Further, some subfactors with a limited number of researchers such as Partners, Families, and Friends and Money and debt had several active collaborations. Some researchers’ had publications that spanned multiple Framework factors. These multiple-factor researchers usually had a wide range of coauthors when compared to those who specialised (with the exception of Mental Health).Others’ collaborations spanned subfactors within a factor area. This was especially notable forHealth. The visualisations suggest that gambling harms research expertise in the UK has considerable room to grow in order to supporta more comprehensive, locally contextualised evidence base for the Framework. To do so, priority harms and funding opportunities will need further consideration. This will require multi-sector and multidisciplinary collaboration consistent with the public health approach underlying the Framework. Future research related to the present analysis will explore the geographic distribution of research activity within the UK, and research collaborations with harms experts internationally.
