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The effectiveness of Carbon Capture and Storage (CCS) as an imperative decarbonization technology relies on the sealing capacity of a fine-grained caprock to permanently store CO2 deep underground. Uncertainties in assessing the caprock sealing capacity increase with the spatial and temporal scales and may delay CCS deployment at the gigatonne scale. We have developed a computationally efficient transport model to capture the dynamics of basin-wide upward CO2 migration in a multi-layered setting over geological time scales. We find that massive capillary breakthrough and viscous flow of CO2, even through pervasively fractured caprocks, are unlikely to occur and compromise the storage security. Potential leakage from the injection reservoir is hampered by repetitive layering of overlying caprocks. This finding agrees with geologic intuition and should be understandable by the public, contributing to the development of climate policies around this technology with increased confidence that CO2 will be indefinitely contained in the subsurface.

This study aimed at finding the correlation between Iranian and Turkish EFL learners' cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students' cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners' cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students' cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students' cognitive styles and their preferences for different CF frequencies was not significant.

Deep geothermal energy (DGE) represents an opportunity for a sustainable and carbon-free energy supply. One of the main concerns of DGE is induced seismicity that may produce damaging earthquakes, challenging its widespread exploitation. It is widely believed that the seismicity risk can be controlled by using doublet systems circulating water to minimize the injection-induced pressure changes. However, cold water reinjection may also give rise to thermal stresses within and beyond the cooled region, whose potential impacts on fault reactivation are less well understood. Here, we investigate by coupled thermo-hydro-mechanical modeling the processes that may lead to fault reactivation in a hot sedimentary aquifer (HSA) in which water is circulated through a doublet. We show that thermal stresses are transmitted much ahead of the cooled region and are likely to destabilize faults located far away from the doublet. Meanwhile, the fault permeability mainly controls the fault reactivation timing, which entails the importance of employing appropriate characterization methods. This investigation is crucial for understanding the mechanisms controlling induced seismicity associated with DGE in a HSA and allows the success of future DGE projects.

This study examined the effects of a teacher-led learning-strategy intervention program on fourth-grade students' reported use and perceived effectiveness of rehearsal and comprehension-oriented learning strategies. During 18 program units, teachers taught about learning and various learning strategies, including visualisation, elaboration and categorisation. Strategies were practised in math, language and science classes. Participants were comprised of 82 fourth-grade students in the intervention group and 387 fourth-grade students in the control group. Students' reported use and perceived effectiveness of learning strategies were assessed before and at least 4 months after intervention using a web-based word-memorisation task and associated reflection questions. The intervention group tended to use more comprehension-oriented learning strategies in post-tests, and the intervention group also showed an increase in perceived effectiveness of comprehension-oriented learning strategies. Still, rehearsal was evaluated as the most effective strategy in both the control group and the intervention group. Explanations for these findings and possible future directions are discussed.

Drawing on sociocultural theory, and multiple empirical studies conducted on the effectiveness of scaffolding on second or foreign language learning, the authors investigated the application of various forms of scaffolding (i.e., teacher versus peer-scaffolding) on EFL learners' incidental vocabulary learning and reading comprehension performance through a sociocultural perspective. To this end, 60 EFL learners out of one-hundred were selected through the administration of an Oxford Placement Test from three language institutes and divided into 3 groups (two experimental and one control group) each including 20 intermediate EFL learners. The first experimental group received teacher-scaffolding instruction, the second experimental group received peer-scaffolding instruction and the control group received traditional instruction with no scaffolding. The vocabulary and reading comprehension pre-tests were administered to the three groups. At the end of the experiment, the vocabulary and reading comprehension post-tests were administered. The descriptive statistics (mean and standard deviation) and the inferential statistics (a One-way ANOVA) were run to analyze the collected data. The results showed that both experimental groups had better performance than the control group and there was a significant difference between teacher-scaffolding and peer-scaffolding in both vocabulary knowledge and reading comprehension performance and the peer-scaffolding group had a better performance than the teacher-scaffolding group. This research provided some implications about different types of scaffolding for language teachers and syllabus designers.

We describe a method for removing systematic biases of column-averaged dry air mole fractions of CO2 (XCO2) and CH4 (XCH4) derived from short-wavelength infrared (SWIR) spectra of the Greenhouse gases Observing SATellite (GOSAT). We conduct correlation analyses between the GOSAT biases and simultaneously retrieved auxiliary parameters. We use these correlations to bias correct the GOSAT data, removing these spurious correlations. Data from the Total Carbon Column Observing Network (TCCON) were used as reference values for this regression analysis. To evaluate the effectiveness of this correction method, the tnzuncorrected/corrected GOSAT data were compared to independent XCO2 and XCH4 data derived from aircraft measurements taken for the Comprehensive Observation Network for TRace gases by AIrLiner (CONTRAIL) project, the National Oceanic and Atmospheric Administration (NOAA), the US Department of Energy (DOE), the National Institute for Environmental Studies (NIES), the Japan Meteorological Agency (JMA), the HIAPER Pole-to-Pole observations (HIPPO) program, and the GOSAT validation aircraft observation campaign over Japan. These comparisons demonstrate that the empirically derived bias correction improves the agreement between GOSAT XCO2/XCH4 and the aircraft data. Finally, we present spatial distributions and temporal variations of the derived GOSAT biases.

The order and timing of cell-cycle events is controlled by changing substrate specificity and different activity thresholds of cyclin-dependent kinases (CDKs). However, it is not understood how a single protein kinase can trigger hundreds of switches in a sufficiently time-resolved fashion. We show that cyclin-Cdk1-Cks1-dependent phosphorylation of multisite targets in Saccharomyces cerevisiae is controlled by key substrate parameters including distances between phosphorylation sites, distribution of serines and threonines as phosphoacceptors and positioning of cyclin-docking motifs. The component mediating the key interactions in this process is Cks1, the phosphoadaptor subunit of the cyclin-Cdk1-Cks1 complex. We propose that variation of these parameters within networks of phosphorylation sites in different targets provides a wide range of possibilities for differential amplification of Cdk1 signals, thus providing a mechanism to generate a wide range of thresholds in the cell cycle.