The use of airborne hyperspectral imagery for mapping soil surface mineralogy is examined for the semi-arid Tick Hill test site (20 km 2 ) near Mount Isa in north-western Queensland. Mineral maps at 4.5 m pixel resolution include the abundances and physicochemistries (chemical composition and crystal disorder) of kaolin, illite-muscovite, and Al-smectite (both montmorillonite and beidellite), as well as iron oxide, hydrated silica (opal), and soil/rock water (bound and unbound). Validation of these hyperspectral mineral maps involved field sampling (34 sites) and laboratory analyses (spectral reflectance and X-ray diffraction). The field spectral data were processed for their mineral information content in the same way as the airborne HyMap data processing. The results showed significant spatial and statistical correlation. The mineral maps provide more detailed surface composition information compared with the published soil and geological maps and other geoscience data (airborne radiometrics and digital elevation model). However, there is no apparent correlation between the published soil types (i.e. Ferrosols, Vertosols, and Tenosols) and the hyperspectral mineral maps (e.g. iron oxide-rich areas are not mapped as Ferrosols and smectite-rich areas are not mapped as Vertosols). This lack of correlation is interpreted to be related to the current lack of spatially comprehensive mineralogy for existing regional soil mapping. If correct, then this new, quantitative mineral-mapping data have the potential to improve not just soil mapping but also soil and water catchment monitoring and modelling at local to regional scales. The challenges to achieving this outcome include gaining access to continental-scale hyperspectral data and models that link the surface mineralogy to subsurface soil characteristics/processes.
-This paper analyzed the mineral maps of AlOH bearing minerals and iron oxide using ASTER imagery in Tick Hill, Mount Isa, northwestern part of Queensland, as a guide for mapping the regolith unit within the area. Tick Hill is part of the Proterozoic Eastern and Western Fold Belt Province (Mount Isa Inlier Complex) covered by Mesozoic and Paleozoic lithologies and dominated by medium to coarse hornblende-biotite granite and gneiss; both of which intruded during 1760 -1720 Ma. Highly weathered landforms cover the whole area. The Mesozoic sediments have experienced deep weathering, and currently present in the form of mesas. The weathering profiles are dominated by kaolinite, smectite, and pedogenic carbonates with some secondary silicification. Part of the landform is covered by colluvium varying in thickness from less than 1 m up to 12 m in certain places. Digital image processing has been done to ASTER imagery, i.e: calibrating, mosaicing, and band ratioing and false colour RGB. Within these methods, iron oxide, kaolinite, AlOH, and MgOH group mineral maps have successfully been created through the ASTER imagery. Later, these mineral maps were applied to interpret the surface regolith mapping unit. In addition, field samples have been taken in regolith covered areas to validate the ASTER mineral information.
Digital literacy has been an emerging and increasing topic in ELT, with numerous studies conducted to explore how digital-mediated tasks promote students' critical awareness of cultural realities. This study explores how digital native secondary school teachers implement digital storytelling in EFL challenging interactions. The study examines the pedagogical approaches used by digital native teachers to stimulate students' intercultural awareness in EFL challenging interactions. The study participants were identified based on a test to predict the strengths of some attributes of digital nativeness proposed by Teo's Digital Native Assessment Scale. Six teachers identified as digital native teachers volunteered to participate in the study. The data were gathered from interviews, online group discussions, and students' artifacts. The interviews were administered in the initial process of the study to get the teachers' understanding of digital storytelling and intercultural teaching. Results indicated that teachers' digital nativity contributes to their theoretical approach to intercultural communication in promoting students' intercultural awareness in EFL challenging interactions. Digital intercultural pedagogy is highly proposed to be included in the Indonesian secondary EFL curriculum. Therefore, the EFL curriculum development at all levels in Indonesia is suggested to adapt to diverse sociolinguistic contexts and various multicultural backgrounds.
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