7 research outputs found
Geology of the Allan Creek area, Cariboo Mountains, British Columbia
No full textBibliography: p. 125-139.The Allan Creek area is divided into two tectonic domains by the steep north-west/southeast trending, southwest-side-down, post-metamorphic Allan Creek Normal Fault (ACF). Late Proterozoic Horsethief Creek and lower Kaza Group strata on the overturned limb of a phase one nappe, north of the ACF, are juxtaposed against lower and middle Kaza Group strata to the south, which belong to a higher level, upright limb of a phase one nappe. Fabrics on both sides of the fault preserve evidence for two major phases of folding, and north of the ACF there is evidence for a third phase of deformation. The second phase structures control the map pattern. They change in style, regardless of lithology, from isoclinal folds south of the ACF to more open folds north of the ACF. North of the ACF the Camp Creek Fault, which pre-dates the second phase of deformation, separates Horsethief Creek strata from younger, lower Kaza strata. South of the ACF, metamorphic grade increases northeastward from garnet grade to kyanite grade. The metamorphic grade north of the ACF, although still entirely in kyanite zone, is greater than in the south: leucosome is found only north of the ACF and the first appearance of leucosome corresponds with the trace of the ACF. Metamorphic histories differ across the ACF. South of the fault there is evidence for two distinct metamorphic events, whereas strata north of the fault may have experienced one continuous metamorphic event. On both sides of the ACF the peak of metamorphism post-dates the second phase of deformation. Retrogressive minerals are present only south of the ACF. North of the fault peak metamorphic mineral assemblages have been quenched and preserved in textural equilibrium. Pressures and temperatures determined by geobarometry and geothermometry from both sides of the fault (570 and 540 MPa, and 510°c and 540°c south and north of the ACF, respectively) are within error limits of one another, indicating that throw on the ACF may be less than 4 km. Preliminary U-Pb zircon and monazite age determinations of 154+/-6 Ma from a pegmatite that pre-dates phase two deformation, and 125+/-7 Ma from one that post-dates the second phase of deformation, constrain the age of phase two deformation to between 160 and 118 Ma (Late Jurassic to Early Cretaceous). The age of the metamorphic peak is inferred from a 135+/-4 Ma (Early Cretaceous) U-Pb monazite age from a pelite from north of the ACF. Since peak metamorphism post-dated phase two deformation, the age of phase two deformation in the Allan Creek area, north of the ACF, is further constrained to between 165 and 131 Ma. The timing of movement on the ACF post-dates the peak of metamorphism and is therefore later than 140 Ma. It is likely that the ACF formed to accommodate the northward decrease in offset on the Middle -Eocene North Thompson River-Albreda River Normal Fault, and therefore is also of Middle Eocene age
Offshore bedrock geology of Eclipse Sound and Pond Inlet: Connecting the structure and stratigraphy of Bylot and northern Baffin islands
No full textUnderstanding the Mesoproterozoic and younger structural history of the Eclipse Sound/Pond Inlet area is essential for the interpretation of its Archean to Paleoproterozoic geological history and could have important implications for mineral and petroleum exploration models in the northern Baffin Bay area. The identification of potentially active faults is critical for understanding possible earthquake-related hazards in the area. The integrated interpretation of 1970s-vintage marine seismic data with hill-shaded bathymetry, aeromagnetic data, and onshore geology maps has facilitated the identification of probable Mesoproterozoic (Bylot Supergroup) to Holocene strata on and below the sea floor and a suite of episodically reactivated northwest-striking horst- and graben-bounding normal faults and fault zones. Fault displacement likely occurred during the development of the Mesoproterozoic Borden basin and the Cretaceous–Paleogene opening of Baffin Bay, and in some cases may continue today. Some faults become more west-trending toward the south, which requires parts of these faults to have intermittently accommodated transtensional and (or) transpressional motion, possibly explaining local folds and out-of-graben thrusting. Numerous previously unrecognised faults have been documented, with faults beneath Eclipse Sound (Eclipse Trough) spaced at 5 to 7 km intervals, and at least one fault zone (Cape Hay Fault Zone) that appears to be at least 250 km in length, suggesting faults of similar spacing and scale may be present under Baffin Bay. This study uses a multi-thematic office-based methodology that inexpensively, and with little environmental impact, facilitates the mapping of structures that intersect the sea floor in areas where glaciers have exposed bedrock.The presentation of the authors' names and (or) special characters in the title of the pdf file of the accepted manuscript may differ slightly from what is displayed on the item page. The information in the pdf file of the accepted manuscript reflects the original submission by the author
Mapping the co-evolution of artificial intelligence, robotics, and the internet of things over 20 years (1998-2017)
No full textUnderstanding the emergence, co-evolution, and convergence of science and technology (S&T) areas offers competitive intelligence for researchers, managers, policy makers, and others. This paper presents new funding, publication, and scholarly network metrics and visualizations that were validated via expert surveys. The metrics and visualizations exemplify the emergence and convergence of three areas of strategic interest: artificial intelligence (AI), robotics, and internet of things (IoT) over the last 20 years (1998-2017). For 32,716 publications and 4,497 NSF awards, we identify their topical coverage (using the UCSD map of science), evolving co-author networks, and increasing convergence. The results support data-driven decision making when setting proper research and development (R&D) priorities; developing future S&T investment strategies; or performing effective research program assessment
Alternative Labor Market Policies to Increase Economic Self-Sufficiency: Mandating Higher Wages, Subsidizing Employment, and Increasing Productivity
No full textI review evidence on alternative labor market policies that could potentially improve economic self-sufficiency via mandating higher wages, subsidizing employment, or increasing productivity. The evidence indicates that the minimum wage is an ineffective policy to promote economic self-sufficiency, entailing employment losses without any corresponding distributional benefits via higher wages. In contrast, living wage laws appear to present a more favorable tradeoff. Labor supply incentives, in particular the EITC, appear effective, as a more generous EITC boosts employment of single mothers and in so doing raises incomes and earnings of low-income families. There is some evidence that wage subsidies increase employment and earnings, but problems of stigmatization resulting from eligibility for wage subsidy programs can dissipate the gains, and wage subsidies entail substantial administrative difficulties. Finally, a newer but growing literature on school-to-work provides some evidence that school-to-work programs boost labor market attachment, skill formation, wages, and earnings.
CORDILLERAN SEDIMENTS IN THE LABRADOR SEA: DETRITAL EVIDENCE FROM THE SAGLEK BASIN FOR THE OLIGOCENE-PLIOCENE TRANSCONTINENTAL BELL RIVER
No full textAlternative Labor Market Policies to Increase Economic Self-Sufficiency: Mandating Higher Wages, Subsidizing Employment, and Raising Productivity
No full textThe principal means by which individuals and families achieve economic self-sufficiency is through labor market earnings. As a consequence, it is natural for policy makers to look to interventions that increase the ability of individuals and families to achieve an adequate standard of living from participating in the labor market – a goal that has become even more prominent in the post-welfare reform era in the United States. This paper discusses some key policies that are used or can be used to increase economic self-sufficiency by increasing earnings, including mandating higher wages, subsidizing work, and increasing skill formation. Specifically, it reviews evidence on some of the main policies currently in place in the United States, including minimum and living wages, the Earned Income Tax Credit, wage subsidies, and school-to-work programs. Finally, it considers alternative policies that have recently been proposed.minimum wages, living wages, earned income tax credit, wage subsidies, school-to-work
Guidelines for tolerance and acceptance of diversity in higher education.
No full textEstas Guías para la tolerancia y la aceptación de la diversidad en la educación superior, constituyen una valiosa herramienta para la comunidad educativa en aras de lograr un espacio de convivencia y crecimiento inclusivo y enriquecedor. La obra está compuesta por 10 guías sobre otros tantos temas de importancia para las comunidades universitarias en América Latina. Los temas fueron escogidos por el equipo del paquete de trabajo 5, llamado Apoya, del proyecto de investigación, cofinanciado por el programa Erasmus+ de la Unión Europea, ACACIA (561754-EPP-1-2015-1-CO-EPPKA2-CBHE-JP). Cada guía presenta el problema que trata, incluyendo un glosario, caracterización de los actores, orientaciones para la detección y trato, es decir, pautas para reconocer cuándo una persona, alumno, docente o personal administrativo y técnico de la Universidad está pasando por tal situación y cómo tratarlo, así como qué hacer una vez se ha detectado el caso; orientaciones curriculares o cómo tratar el tema cuando se está impartiendo alguna materia de cualquier tipo, cómo incluirlo incluso en materias que pueden parecer muy desconectadas como puede ser el caso de materias técnicas. Incluyen también, en la mayoría de los casos, un cuestionario para la valoración de la actitud hacia la cuestión tratada. El objetivo principal de todas y cada una de las guías aquí recogidas es, como su título indica, mejorar el grado de tolerancia y aceptación de la diversidad en la comunidad universitaria. La tolerancia, entendida como el respeto, la aceptación y el aprecio de la rica diversidad de las culturas de nuestro mundo, de nuestras formas de expresión y medios de ser humanos, pero nunca como concesión, condescendencia o indulgencia; ni mucho menos como una invitación a renegar de las creencias o convicciones propias. Los temas aquí tratados son tan variados como el de la intolerancia religiosa, que afecta cada vez en mayor medida a los países según van creciendo las migraciones; la intolerancia hacia la diversidad sexual y hacia la diversidad étnica y cultural; la discapacidad, para facilitar la comprensión y por ende la inclusión de las personas, incluso con problemas psicosociales, eliminando barreras físicas, comunicacionales y mentales; el acoso sexual, la violencia de género y la violencia intrafamiliar; así como el conflicto armado que ha marcado la situación social de muchos de nuestros países en América Latina. Cada documento, cada guía, constituye un capítulo de este libro y fue elaborada partiendo del trabajo de uno o más miembros del paquete Apoya actuando como líderes de autoría, para después ser revisadas por todo el equipo y, por tanto, contamos a todos sus miembros como autores colaboradores de cada una de las guías. Por ello se trata de una obra colaborativa que tiene en cuenta la perspectiva de los once países que participan en el proyecto, pero muy especialmente las circunstancias y necesidades de aquellos en los que se han creado CADEP Acacia en la América Hispana. Esta es, por tanto, una obra con un propósito transformador. Las Guías para la tolerancia y la aceptación de la diversidad en la educación superior son un recurso imprescindible para que la comunidad universitaria sea más integradora y menos segregadora, facilitando de esta manera mejorar el nivel académico y reducir la deserción universitaria ya que los aspectos emocionales son factores determinantes para garantizar la conclusión de los estudios y el desarrollo de una carrera exitosa, sin mencionar que la tolerancia y la aceptación de la diversidad por parte de la comunidad universitaria supone una garantía de mejora general de nuestra sociedad.These Guidelines for tolerance and acceptance of diversity in higher education constitute a valuable tool for the educational community in order to achieve a space for inclusive and enriching coexistence and growth. The work is composed of 10 guidelines on ten topics of importance for university communities in Latin America. The topics were chosen by the team of work package 5, called Apoyo, of the research project co-financed by the Erasmus+ program of the European Union, ACACIA (561754-EPP-1-2015-1-CO-EPPKA2-CBHE-JP). Each guide presents the problem it deals with, including a glossary, characterization of the actors, guidelines for detection and treatment, that is, guidelines for recognizing when a person, student, teacher or administrative and technical staff of the University is going through such a situation and how to deal with it, as well as what to do once the case has been detected; curricular guidelines or how to deal with the subject when teaching a subject of any kind, how to include it even in subjects that may seem very disconnected, such as technical subjects. They also include, in most cases, a questionnaire to assess the attitude towards the issue being dealt with. The main objective of each and every one of the guides collected here is, as its title indicates, to improve the degree of tolerance and acceptance of diversity in the university community. Tolerance, understood as respect, acceptance and appreciation of the rich diversity of the cultures of our world, of our forms of expression and ways of being human, but never as a concession, condescension or indulgence; much less as an invitation to renounce one's own beliefs or convictions. The topics discussed here are as varied as religious intolerance, which increasingly affects countries as migration increases; intolerance towards sexual diversity and towards ethnic and cultural diversity; disability, to facilitate understanding and therefore the inclusion of people, even those with psychosocial problems, by eliminating physical, communicational and mental barriers; sexual harassment, gender violence and domestic violence; as well as the armed conflict that has marked the social situation of many of our countries in Latin America. Each document, each guide, constitutes a chapter of this book and was prepared based on the work of one or more members of the Apoyo package acting as author leaders, to then be reviewed by the entire team and, therefore, we count all its members as contributing authors of each of the guides. Therefore, it is a collaborative work that takes into account the perspective of the eleven countries participating in the project, but especially the circumstances and needs of those in which CADEP Acacia have been created in Hispanic America. This is, therefore, a work with a transformative purpose. The Guidelines for tolerance and acceptance of diversity in higher education are an essential resource for the university community to be more inclusive and less segregating, thus facilitating improved academic levels and reducing university dropout rates, since emotional aspects are determining factors in ensuring the completion of studies and the development of a successful career, not to mention that tolerance and acceptance of diversity by the university community is a guarantee of general improvement in our society
