International Mining Consultants

People living with mental health issues use a range of self-management strategies. Most strategy recommendations have been developed by clinicians and researchers, so they may not reflect the full range of approaches used in practice. A citizen mental health science methodology can address this bias in strategy identification. We co-created a list of 77 pre-defined self-management strategies, and 1116 public contributors (n = 468 mental health service users, n = 497 lived experience not using services, n = 151 no lived experience) living in the United Kingdom completed an online survey identifying their use of each strategy, and identifying extra strategies. A wide range of pre-defined strategies were used by contributors, with differences in usage patterns identified between the three groups. 401 distinct extra strategies were identified. The active use of avoidance as a self-management strategy was more common than anticipated, including avoiding alcohol, social media, thinking about problems, other people, and mental health services.

Personalisation is a key requirement to motivate learners to use learning technology and self-paced content. Whereas most research and technologies focus on personalisation of content, this paper focuses on the personalisation of the tools and platform technologies for learning. When designing a learning environment, most organisations worked in the past on their internal business processes and content but did not focus on what the learner really does with the learning tools the organisation provided to them. Changing the perspective to the user shows, that they create today “around the organisational solutions” their own technology-enhanced learning world using a whole set of technologies: Learning management system (LMS) of the company, learning management system of a further education institution or of a university, different social network platforms, search engines, open web services in the internet like blogs or wikis, and a lot more other applications. Therefore the challenge for organisations today is how they can manage this variety of technologies by also enforcing the creativity and motivation of the users to personalise and individualise their learning environment. This paper proposes a solution by describing an architecture for a responsive and open learning environment. It delivers examples and a procedure how such a solution can be built step-by-step. The approach can be used in schools, higher education institutions, corporations or further education institutions.

北海道北部，幌延地域における新第三紀堆積岩分布域において，地表割れ目踏査，ボーリング調査（コア観察・EMI検層・比抵抗検層・水質分析），反射法地震探査，およびAMT探査を実施し，当域に分布する大曲断層の位置，連続性，および水理特性について検討した．その結果，以下のことが示された．（1）大曲断層はダメージゾーンを主体とした幅120 m程度の断層帯であり，その透水性は高い．（2）研究所設置地区近辺における大曲断層帯の三次元分布が明らかとなり，地表部ではover-stepし，地下では収斂する形態をなす．（3）「塩水系」と「淡水系」の2種類の地層水が存在し，顕著な岩相変化を示さない堆積岩においては，電磁探査を用いた調査が，断層帯の位置，連続性，および水理特性などを検討する際に有効である．

During mining subsidence geological faults may undergo reactivation, resulting in the appearance of fault scarps on the ground surface. In the South Wales Coalfield numerous fault scarps and ground fissures occur on the moorland plateaux. These features differ markedly from other cases of mining-induced fault reactivation that have been documented throughout the coalfields of the UK, due to their magnitude and extent. Many large landslides have developed in association with these features and it appears that they may play an important role in the initiation of first-time slope movements and the reactivation of existing landslides. Mining has been practiced in the South Wales valleys over a period of at least 150 years and available evidence suggests that it is the effects of mining subsidence along pre-existing faults that has significantly contributed to their dramatic present-day development. However, the fault scarps probably represent several phases of reactivation and the possibility that these features, albeit in a subdued form, existed prior to mining cannot be ruled out, although this is difficult to prove.

Almost all Government Departments are currently involved in major information technology (IT) projects. All have set objectives, but the true impact on the Departments is often unclear. The different IT systems being introduced are considered, along with the issues they raise. The implications of their introduction are examined, and an assessment, of how these implications can best be managed, is made.