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Earthquake-related fault slip in the upper hundreds of meters of Earths surface has remained largely unstudied because of challenges measuring deformation in the near field of a fault rupture. We analyze centimeter-scale accuracy mobile laser scanning (MLS) data of deformed vine rows within ±300 m of the principal surface expression of the M (magnitude) 6.0 2014 South Napa earthquake. Rather than assuming surface displacement equivalence to fault slip, we invert the near-field data with a model that allows for, but does not require, the fault to be buried below the surface. The inversion maps the position on a preexisting fault plane of a slip front that terminates ~3 to 25 m below the surface coseismically and within a few hours postseismically. The lack of surface-breaching fault slip is verified by two trenches. We estimate near-surface slip ranging from ~0.5 to 1.25 m. Surface displacement can underestimate fault slip by as much as 30%. This implies that similar biases could be present in short-term geologic slip rates used in seismic hazard analyses. Along strike and downdip, we find deficits in slip: The along-strike deficit is erased after ~1 month by afterslip. We find no evidence of off-fault deformation and conclude that the downdip shallow slip deficit for this event is likely an artifact. As near-field geodetic data rapidly proliferate and will become commonplace, we suggest that analyses of near-surface fault rupture should also use more sophisticated mechanical models and subsurface geomechanical tests.

The utilization of energy continues to increase every year due to urbanization, population growth, and industrial activity. Conventional thermal power plants that operate on fossil fuels supply not less than 80 % of the world’s primary energy. To lessen the dependence of humans on conventional energy sources that are heavy carbon dioxide emitters, alternative energy generation methods such as Direct Carbon Fuel Cells (DCFC) can be developed during the transition to renewable energy. Direct carbon fuel cells have high overall system efficiency. No fuel pre-treatment is needed, and the emitted CO2 can be easily sequestered because it is concentrated and has high purity. However, the development of DCFC is still in its early stages, and further research must be done for DCFC to be available for commercial purposes. In this study, the effect of carbonate formation and reverse Boudouard reaction have been incorporated into the electrochemical model for molten hydroxide DCFC. The effect on the performance of the fuel cell is determined through the resulting power density and temperature profile. A power density of 0.0634 W/cm² can be obtained at a current density of 0.2 A/cm² from the power density curve. The voltage efficiency can be as high as 56 % at 923 K. The gas present in the anode may be considered to consist of only CO2 due to negligible CO formation, while carbonate formation is significant. An electrochemical and transport model of DCFC is necessary to compensate for the shortcomings of experimental data. In addition, mathematical modeling could be used to complement experimental results in optimizing the performance of DCFC. [ABSTRACT FROM AUTHOR]

School disengagement is linked to a lack of opportunities for students to fulfill their needs for independence and self-determination. Young people have little say about what, when, where, and how they will learn, the criteria used to assess their success, and the content of school and classroom rules. Traditional behavior management discourages the development of self-discipline. Positive learning and growth requires meeting developmental needs of youth, including autonomy which is a prerequisite to responsible independence. When basic needs are met, children like school and are motivated to learn. The author contends that educators have a much deeper purpose than simply preparing children to fit in like cogs in a wheel. Instead, they must recognize their obligation to help children learn how to shape the present and future rather than merely conform to the status quo. This means preparing young people for responsible independence.

Children's lives in today's culture are filled with numerous decisions in a pressure-cooker atmosphere of frequently self-destructive peers and overly materialistic, sexually exploitive, and violent media that affect their daily welfare. As a result, too often tragedies result from children's lack of healthy judgment and choices. The case for involving children in decision-making at school and at home is clear and compelling. Participation in decision-making is a powerful component of students' engagement, which contributes to an intrinsic appreciation of and motivation for learning. Research and experience demonstrate that it is in the best interest of children's development to involve them in the processes of decision-making. However, parents and other educators need to establish parameters and know the skills that would make children's involvement in decision-making meaningful, manageable, and responsible so as to foster an emotionally and physically healthy sense of independence. The application of the parameters for involvement in healthy decision-making and skills enables educators and parents to take two important next steps with their students and children. The first is to identify what types of decisions will reasonably be made by the adults, by the child or children, and, when in doubt, the process to be used to determine by whom and/or how a decision will be reached. The second step is to select the most appropriate method of involving children in making a particular decision. The authors present four decision-making methods adapted from a model developed by the National Outdoor Leadership Schools: (1) directive decision-making; (2) consultative/instructional; (3) independent; and (4) consensus.

Communities that enjoy a safe school work hard to inform themselves about what it might look and feel like, how a safe school sounds. They work hard to identify the elements of policy, school community involvement, professional development, curriculum, instruction, school and classroom management, and support and referral that comprise the infrastructure of a discipline system and healthy school climate. Communities that enjoy a safe school learn about leadership, collaboration, and how the process of change operates. Reaching out to the research base in this way is a labor intensive endeavor and takes a long time. But it is worth it. Safe schools do more than earn their money's worth. A safe school returns a sense of connection, competence, autonomy, and altruism to all those it touches. And as a result, it is where people want to live and work and where small and large businesses like to locate. A wide range of research and best practices inform the development of positive school climates. The author provides a tool for exploring important factors which underlay safe and effective schools.

In spite of the proven research studies that cite the beneficial effects of a positive, assets-based approach to child development and discipline (Scales, 2000; Jones & Jones, 1998; Benson, Galbraith, & Espeland, 1994), numerous school systems adhere to the articulation of tiered levels of misconduct, which identify minor to severe types of inappropriate behavior. Even when such levels and suggested adult responses to consequences for misconduct are stated in the affirmative, they frequently lack positive expectancy. As such, schools need alternatives to zero tolerance and punishment systems. In this article, the author outlines positive behaviors and values that can form the foundation of a level system that focuses on developing strengths in all students. Problems become opportunities to teach new skills and tap abilities, even with challenging students.