A community-based geological reconstruction of Antarctic Ice Sheet deglaciation since the Last Glacial Maximum

A robust understanding of Antarctic Ice Sheet deglacial history since the Last Glacial Maximum is important in order to constrain ice sheet and glacial-isostatic adjustment models, and to explore the forcing mechanisms responsible for ice sheet retreat. Such understanding can be derived from a broad range of geological and glaciological datasets and recent decades have seen an upsurge in such data gathering around the continent and Sub-Antarctic islands. Here, we report a new synthesis of those datasets, based on an accompanying series of reviews of the geological data, organised by sector. We present a series of timeslice maps for 20 ka, 15 ka, 10 ka and 5 ka, including grounding line position and ice sheet thickness changes, along with a clear assessment of levels of confidence. The reconstruction shows that the Antarctic Ice sheet did not everywhere reach the continental shelf edge at its maximum, that initial retreat was asynchronous, and that the spatial pattern of deglaciation was highly variable, particularly on the inner shelf. The deglacial reconstruction is consistent with a moderate overall excess ice volume and with a relatively small Antarctic contribution to meltwater pulse 1a. We discuss key areas of uncertainty both around the continent and by time interval, and we highlight potential priorities for future work. The synthesis is intended to be a resource for the modelling and glacial geological community

Using curriculum differentiation to respond to students’ diversity

The article observes the results of the questionnaire of 1923 tenth-formers and their mathematics teachers. Statistical analysis of these results has been done using SPSS 13.0. The practice of curriculum differentiation in Lithuania is the subject of the observation. The research has shown that about 70 per cent of teachers more or less base their syllabus on the content of the textbook. The students’ achievements are dependent both on the teacher‘s understanding that syllabus has to be adapted to the students and ability to do that effectively. The following conclusion could be done: about 60 per cent of mathematics teachers should improve their competence in planning and developing syllabus. Organizing learning process about 80 per cent of teachers basically use reproductive teaching-learning method which requires little independent students’ activity. The institutions that prepare teachers and care about their competence should pay more attention to teachers’ qualification to apply teaching and learning methods in practice. The article has also observed the students and teachers’ understanding of principles and criteria and assessment used in schools and the quality of students’ feet-back.More attention should be paid to teachers’ competence providing faster and more efficient feet-back to students and help they needVytauto Didžiojo universitetasŠvietimo akademij

Glucose Intolerance

in pres