Improved interpretation of Kapuskasing crustal reflection data by selection of the most effective reprocessing sequences

1991 ◽  
pp. 417-433 ◽  
Author(s):  
Z. Hajnal ◽  
D. Scott ◽  
B. I. Pandit ◽  
B. Reilkoff ◽  
G. F. West
Keyword(s):  
Reflection Data ◽  
Crustal Reflection ◽  
Selection Of

Enhancing crustal reflection data through curvelet denoising

2011 ◽  
Vol 508 (1-4) ◽  
pp. 106-116 ◽  
Author(s):  
Vishal Kumar ◽  
Jounada Oueity ◽  
Ron M. Clowes ◽  
Felix Herrmann
Keyword(s):  
Reflection Data ◽  
Crustal Reflection

Interpretation of foreland structure in the laramie range from reprocessed COCORP deep crustal reflection data

1982 ◽  
Author(s):  
R. A. Johnson ◽  
S. B. Smithson ◽  
P. W. Huntoon ◽  
B. R. Frost
Keyword(s):  
Reflection Data ◽  
Laramie Range ◽  
Crustal Reflection

Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

TPACK ◽  
2019 ◽  
pp. 68-95
Author(s):  
Julie M. Amador ◽  
Royce Kimmons ◽  
Brant G. Miller ◽  
Christopher David Desjardins ◽  
Cassidy Hall
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Performance Task ◽  
Reflection Data ◽  
And Performance ◽  
Selection Of

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

Enhancement of the `auto-indexing' method for cell determination in four-circle diffractometry

1984 ◽  
Vol 17 (5) ◽  
pp. 334-336 ◽  
Author(s):  
W. Clegg
Keyword(s):  
Reduction Procedure ◽  
Proper Selection ◽  
Lattice Vector ◽  
Cell Determination ◽  
Reflection Data ◽  
Vector Generation ◽  
Indexing Method ◽  
Special Cases ◽  
Direct Lattice ◽  
Selection Of

Enhancements in the auto-indexing procedure for cell determination improve its power and reliability. A proper selection of three basis reflections for construction of an initial subcell is essential. A standard cell-reduction procedure applied to the subcell, and the calculation of appropriate limits for the direct-lattice-vector generation integers, make a comprehensive coverage of the direct space efficient and effective. Refinement of the generated lattice vectors against all the available reflection data makes assignment of the correct unit cell easier and more reliable. Generation of some additional long vectors is recommended in special cases.

Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

2015 ◽  
pp. 81-107 ◽  
Author(s):  
Julie M. Amador ◽  
Royce Kimmons ◽  
Brant G. Miller ◽  
Christopher David Desjardins ◽  
Cassidy Hall
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Performance Task ◽  
Reflection Data ◽  
And Performance ◽  
Selection Of

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

Amplitude‐offset relationships over shallow velocity inversions

Geophysics ◽  
1989 ◽  
Vol 54 (9) ◽  
pp. 1114-1122 ◽  
Author(s):  
D. F. Poley ◽  
D. C. Lawton ◽  
S. M. Blasco
Keyword(s):  
High Resolution ◽  
Ray Tracing ◽  
Seismic Data ◽  
Energy Partitioning ◽  
Velocity Analysis ◽  
Zoeppritz Equations ◽  
Reflection Data ◽  
Offset Distance ◽  
Phase Variations ◽  
Selection Of

The amplitude and phase of reflected seismic data can vary significantly with the offset distance between source and receiver. Analysis of amplitude‐offset relationships in high‐resolution seismic data from areas of shallow permafrost in the Beaufort Sea is undertaken in this paper. Reflection attributes produced by energy partitioning at interfaces under nonnormal angles of incidence were studied by means of ray tracing and the Zoeppritz equations. Observed amplitude and phase variations were found to cause CDP stacking techniques to degrade reflection data quality, particularly where the zone of interest features velocity inversions or is shallow in relation to receiver lengths. In these cases velocity analysis based on coherency measures may result in the selection of incorrect stacking velocities.

Deep reflection experiments in northeastern Australia, 1976–1978

Geophysics ◽  
1983 ◽  
Vol 48 (12) ◽  
pp. 1588-1597 ◽  
Author(s):  
S. P. Mathur
Keyword(s):  
Sedimentary Basin ◽  
Mineral Resources ◽  
Crust And Upper Mantle ◽  
Recording Time ◽  
Northern Margin ◽  
Free Zone ◽  
Extra Effort ◽  
Reflection Data ◽  
Common Depth Point ◽  
Crustal Reflection

Between 1976 and 1978 the Australian Bureau of Mineral Resources (BMR) recorded deep crustal reflection data at seven sites in northeastern Australia over continuous profiles up to 15 km long by simply extending the recording time to 16 sec during normal sedimentary basin surveys. The record sections show many events with variable strength, continuity, dip, and spatial distribution. By comparing the sections from the longer and the shorter perpendicular traverses, it is possible to discriminate between primary reflections and diffractions, multiples, and other noise events. Based on their character the reflections can be grouped into zones which are interpreted in terms of the nature and structure of the crust. Most of the reflection sections show, below the sedimentary reflections, a thin (2–3 sec) reflection‐free zone underlain by a thick (9 sec or more) zone of numerous reflection segments which varies in thickness and the distribution of reflection segments. The data thus suggest that the upper crust under the sediments is similar in seismic character throughout northeastern Australia. On the other hand, the deeper crust under the Georgina and Drummond basins is significantly different in seismic signature and thickness from that under the Bowen basin and the northern margin of the Galilee basin. It is concluded that good quality deep reflections can be recorded with little extra effort during sedimentary basin surveys using modern multiple‐fold common‐depth‐point (CDP) techniques, and that the data recorded on long traverses, cross‐spreads, and expanded spreads provide information on the structure and composition of the crust and upper mantle with a resolution greater than has been possible before. Such information is valuable in studying the evolution of mineral and petroleum provinces and the lithosphere in general.

Practical 3D refraction statics

1989 ◽  
Vol 20 (2) ◽  
pp. 207
Author(s):  
B. Dent
Keyword(s):  
Horizontal Plane ◽  
Synthetic Data ◽  
Projection Technique ◽  
Linear Projection ◽  
Reflection Data ◽  
Analysis Technique ◽  
Consistent Method ◽  
Large Survey ◽  
Reciprocal Method ◽  
Selection Of

Analysis of refracted first breaks has traditionally assumed that the data have been collected using special geometries that enhance the results, e.g. reversed profiles with regularly spaced geophones in-line between two shots. The geometries used to collect most 3D reflection data are quite different. Thus refraction analysis to obtain statics using traditional methods requires both approximations and selection of a subset of the data. The surface-consistent method allows use of nearly all the data, thus providing the high redundancy required for statistical robustness. A large survey incorporating both a new 3D survey and older 2D lines yielded refraction statics that greatly improved the final results.The surface-consistent method assumes that the refractor can be approximated by a horizontal plane under each station. When the refracting surface is steeply dipping, this assumption may break down. The Generalized Reciprocal Method is a traditional refraction analysis technique that gives improved results for steeply-dipping refracting surfaces. The surface-consistent method can also be made less sensitive to dip by a generalization, i.e. assume a dipping plane under each station. The refracting surface between the stations can be approximated by interpolation of these planes using the "linear projection" technique. A comparison of results using the two surface-consistent methods on synthetic data generated from a model of a buried, steep-walled valley shows the superior results obtainable.

Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

2018 ◽  
pp. 1298-1325
Author(s):  
Julie M. Amador ◽  
Royce Kimmons ◽  
Brant G. Miller ◽  
Christopher David Desjardins ◽  
Cassidy Hall
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Performance Task ◽  
Reflection Data ◽  
And Performance ◽  
Selection Of

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

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