NUI Maynooth Eprint Archive
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Reproducibility and variability of earthquake subsidence estimates from saltmarshes of a Cascadia estuary
No full textWe examine fossil foraminiferal assemblages from 20 sediment cores to assess sudden relative sea‐
level (RSL) changes across three mud‐over‐peat contacts at three salt marshes in northern Humboldt Bay, California
(~44.8°N, −124.2°W). We use a validated foraminiferal‐based Bayesian transfer function to evaluate the variability of
subsidence stratigraphy at a range of 30‐6000 m across an estuary. We use the consistency in RSL reconstructions to
support estimates of coseismic subsidence from megathrust earthquakes. To assess the variability of subsidence
estimates, we analyzed: nine examples of the 1700 CE earthquake (average of 0.64 ±0.14 m subsidence; range of
0.24 ± 0.27 to 1.00 ± 0.44 m), five examples of the ca. 875 cal a BP earthquake (average of 0.43 ±0.16 m; range of
0.41 ± 0.36 to 0.48 ± 0.39 m), and six examples of the ca. 1120 cal a BP earthquake (average of 0.70±0.18 m; range
of 0.47 ± 0.36 to 0.80 ± 0.49 m). Our subsidence estimates suggest ~±0.3 m of within‐site (intrasite) variability,
which is consistent with previous research. We also identify inconsistencies between sites (intersite) at northern
Humboldt Bay greater than one‐sigma uncertainties, driven by variable foraminiferal assemblages in the mud
overlying the 1700 CE subsidence contact. Therefore, we recommend at least two quantitative microfossil
reconstructions across the same stratigraphic sequence from different marsh sites within an estuary to account for
estimate variability and provide increased confidence in vertical coseismic deformation estimates. Our results have
broad implications for quantitative, microfossil‐based reconstructions of coseismic subsidence at temperate
coastlines globally. © 2022 The Authors. Journal of Quaternary Science Published by John Wiley & Sons Ltd
Stochastic Geometry-Based Low Latency Routing in Massive LEO Satellite Networks
No full textIn this article, the routing in massive low earth orbit (LEO) satellite
networks is studied. When the satellite-to-satellite communication
distance is limited, we choose different relay satellites to minimize
the latency in a constellation at a constant altitude. First, the global
optimum solution is obtained in the ideal scenario when there are
available satellites at all the ideal locations. Next, we propose a nearest
neighbor search algorithm for realistic (nonideal) scenarios with a
limited number of satellites. The proposed algorithm can approach
the global optimum solution under an ideal scenario through a finite
number of iterations and a tiny range of searches. Compared with
other routing strategies, the proposed algorithm shows significant
advantages in terms of latency. Furthermore, we provide two approximation techniques that can give tight lower and upper bounds for the
latency of the proposed algorithm, respectively. Finally, the relationships between latency and constellation height, satellites’ number, and
communication distance are investigated
Ultra-Dense LEO Satellite-Based Communication Systems: A Novel Modeling Technique
No full textLow Earth orbit (LEO) satellite plays an
indispensable role in the equal access network
because of its low latency, large capacity, and
seamless global coverage. For such an unprecedented extensive irregular system, stochastic
geometry (SG) is a suitable research method. The
SG model can not only cope with the increasing network scale, but also accurately analyze
and estimate the network’s performance. Several
standard satellite distribution models and satellite-ground channel models are investigated in
this article. System-level metrics such as coverage
probability and their intermediates are introduced
in the non-technical description. Then the influence of gateway density, and the number and
height of satellites on latency and coverage probability is studied. Finally, this article presents the
possible challenges and corresponding solutions
for the SG-based LEO satellite system analysis
Teaching as bodily enactment: relational formations of touch and movement
No full textThis paper explores a common representational form of teaching that has reappeared in current educational theory: the figure of the teacher as one who points. Informed by Nicolas Bourriaud’s notion of relational aesthetics I outline how the form of pointing is actually a relational formation that invites students into certain relationships with objects of study as well as with teachers themselves. Focusing on relational encounters as central to teaching, I argue in the second part of the paper that movement and the dynamics of touch are key to reframing teaching as bodily enactment. Drawing on the work of Erin Manning, I explore how movement and touch are generative of educational relations and how they enable students and teacher to co-create educational spaces together. Teaching as bodily enactment enables us to understand how physical bodies matter in and to our educational practices as well as our representations of them
"But where are you really from?" Celebrating diversity in the classroom through visual arts, underpinned by a culturally responsive framework
No full textThe primary classroom is a space where every child should feel like they belong. As a teacher I feel it is my role to welcome a new group of children every September, get to know them and develop a relationship with them before teaching begins. The purpose of this self-study Action Research project was to enhance my practice and create a classroom environment that celebrates diversity. Visual Art was selected for this subject-based approach to research. The study took place in an Educate Together National School in Leinster with a sample of 23 sixth-class children aged 11-13 years old. A conceptual framework created for this research underpinned by Culturally Relevant Teaching and Culturally Responsive Pedagogy. The study took place over a twelve-week period and was divided into three research cycles covering different areas. Methods for data collection were pre and post-intervention questionnaires, samples of children’s work, observations, children’s reflective journals and a teacher reflective journal.
The findings from this study emphasise the role of the teacher in implementing a culturally responsive framework to create a sense of belonging in an environment that celebrates diversity. The importance of providing children and teachers with time and space to reflect was identified and it was suggested that before children can accept and celebrate others’ cultures they should become familiar with their own first. Visual Art was selected for this research as it aligned with my educational values of Voice, Creativity and Collaboration and it was found to provide opportunities for communication, appealing to children with English as an additional language and to those who experience difficulties with literacy. I believe this research has improved my practice and in doing so my educational values of Voice, Creativity and Collaboration will be a principal tenet in my daily practice moving forward
How Can I Effectively Teach and Support Reading at First Class Level Through Differentiated Station Teaching?
No full textThis self-study action research project arose from the question of how to improve and support the teaching of reading at First Class level. A differentiated station teaching approach was adopted, and differentiation represents the unique feature of this living-theory research. The origins of my values are presented both in terms of Froebelian and Montessori practices, and the interconnectedness of these practices with action research is outlined. Equality of education with compassion, care, empathy, dialogue, and an emerging value of hope are explored throughout.
Relevant Literacy literature is scrutinised both in terms of a ‘balanced approach to literacy’ and a ‘science of reading’ approach. Literacy within the Irish context is discussed within the former approach, and the evolving international research in how we learn to read, is discussed in the latter. A pragmatic, interpretivist paradigm forms the basis of this study. This seeks to answer questions about my practices recognising that, human interaction and dialogue is at the heart of any meaningful educational change. A mixed methods research approach is utilised throughout, incorporating a range of both quantitative and qualitative tools. This provides for the triangulation of data and adds validity and rigour to the study.
Three main findings are discussed within this paper. Firstly, differentiated station teaching results in improvements in children’s Literacy levels, with children demonstrating increases in sound knowledge and how they apply these sounds in independent writing. Sight words recognition and application in writing is also noted within these Literacy improvements. Secondly, there is an improvement in children’s
attitude to Literacy and this results in corresponding improvements in their confidence levels. Finally, essential collaboration required among adults during differentiated station teaching both enhances the delivery of the stations, while also resulting in continuous professional development for all teachers involved. A community of practice is formed through this process.
My changing practices at the heart of this research are explored, recognising my continued commitment to critically reflect on my practices, value children’s voice, while incorporating play as a key tenet of my Froebelian identity. The limitations of this project are discussed in terms of the significant reliance on capable and motivated teachers. The challenge of preparing reliable qualitative tools is explored and the lack of research in the area of differentiated station teaching is highlighted. The impact of Covid absences in the class during the study is also considered.
Finally, the complexity of changing practices within an educational environment is considered as the journey of change involves relationships that evolve during the process. The emerging value of hope in providing an intervention for children of all abilities is the final message
How can I give choice and responsibility to pupils in assessment of and for their learning to enhance pupil autonomy?
No full textThis self-study action research project set out to address the question: How can I give choice and responsibility to pupils in assessment of and for their learning to enhance pupil autonomy? Inspired by my core values of trust, responsibility and independence, I sought to enhance the way I conducted classroom assessment in my 6th class to allow pupils to take greater ownership of their learning.
The initiative began by teaching the children the language of assessment and the vocabulary needed to discuss and reflect on their learning. The initiative took place over two cycles, each four weeks in length. The intervention focused on assessment in English and Mathematics lessons only. Teacher-chosen assessment tools were matched to each learning outcome in lessons during Cycle 1. In Cycle 2, the pupils were given the choice. Throughout the process, pupil reflection journals, circle time discussions and surveys were used to gain insight into the opinions and feelings of the children. Along with my own observations and reflections, this formed the basis of my findings.
Three themes were identified: 1) the impact giving negative formative feedback to peers can have, 2) the importance of choice and 3) the role of communication and pupil involvement. I learned that pupils were hesitant to be honest with peer feedback due to their anticipation of how they would be perceived by others. I learned that choice is something which is easy to integrate into my daily practice. I learned that including pupils in the assessment process at all had a bigger positive impact on pupils than any other aspect of the intervention. Most of all, I learned that reflecting on my practice has
helped me to become a better teacher, to enhance my practice and to give a true application my core values of trust, responsibility and independence
Introduction to the Special Issue on Cross-modal and Multimodal Natural Language Processing
No full textSince our communication is multimodal in terms of our ability to express ourselves via different channels and our perception of the world, the automatic production and analysis of natural language content requires the integration of these multiple modalities in order to rival human performance. However, multimodal, or cross-modal, Natural Language Processing (NLP) has long been in the minority, perhaps because it is more complex. In the wake of recent advances in artificial intelligence, which are bringing multimodality to the fore, this special issue aims to highlight, through three articles on a variety of subjects, the questions that remain, particularly with regard to data requirements, understanding the links between modalities, and the need for convergence in terms of representation and modelling
QUBIC VIII: Optical design and performance
No full textThe Q and U Bolometric Interferometer for Cosmology (QUBIC) is a ground-based experiment that aims to detect B-mode polarization anisotropies [1] in the CMB at angular scales around the ℓ ≃100 recombination peak. Systematic errors make ground-based observations of B modes at millimetre wavelengths very challenging and QUBIC mitigates these problems in a somewhat complementary way to other existing or planned experiments using the novel technique of bolometric interferometry. This technique takes advantage of the sensitivity of an imager and the systematic error control of an interferometer. A cold reflective optical combiner superimposes the re-emitted beams from 400 aperture feedhorns on two focal planes. A shielding system composed of a fixed groundshield, and a forebaffle that moves with the instrument, limits the impact of local contaminants. The modelling, design, manufacturing and preliminary measurements of the optical components are described in this paper
Important pest species of the Spodoptera complex: Biology, thermal requirements and ecological zoning
No full textIn South America, especially in Brazil, four members of the Spodoptera complex, Spodoptera albula (Walker, 1857), S.
cosmioides (Walker, 1858), S. eridania (Stoll, 1782), and S. frugiperda (J.E. Smith, 1797) are important pests of many crops, in particular corn, soybean and cotton crops. Spodoptera eridania and S. frugiperda have recently invaded Africa and caused serious crop damage, and S. frugiperda has invaded Asia and Oceania. The present study tested the effect of a range of seven temperatures (18–34 °C) on these four Spodoptera species simultaneously, assessing several biological variables. Based on the thermal tolerances obtained experimentally, the ecological zoning of each species in Brazil was mapped and compared spatially, according to the crop calendar of three important crops in different regions (first and second corn harvest, soybean
and cotton). Our results showed that S. eridania had the lowest temperature threshold (Tt), i.e., it is favored in regions with more moderate temperatures; and did not tolerate the warmest temperature, failing to complete its development at 34 °C. In contrast, S. albula did not complete its development at 18 °C and may be more successful in warmer regions. In general, S. frugiperda and S. cosmioides were able to develop over a wide range of temperatures, and S. frugiperda showed a higher
biological potential at all temperatures evaluated. Our biological data and the computational code are available online. The extensive data produced here can help other entomologists to delimit the spatial distribution of the Spodoptera complex and forecast outbreaks of these pests