Widespread movement of meltwater onto and across Antarctic ice shelves

Surface meltwater drains across ice sheets, forming melt ponds that can trigger ice-shelf collapse acceleration of grounded ice flow and increased sea-level rise. Numerical models of the Antarctic Ice Sheet that incorporate meltwater’s impact on ice shelves, but ignore the movement of water across the ice surface, predict a metre of global sea-level rise this century in response to atmospheric warming. To understand the impact of water moving across the ice surface a broad quantification of surface meltwater and its drainage is needed. Yet, despite extensive research in Greenland and observations of individual drainage systems in Antarctica, we have little understanding of Antarctic-wide surface hydrology or how it will evolve. Here we show widespread drainage of meltwater across the surface of the ice sheet through surface streams and ponds (hereafter ‘surface drainage’) as far south as 85° S and as high as 1,300 metres above sea level. Our findings are based on satellite imagery from 1973 onwards and aerial photography from 1947 onwards. Surface drainage has persisted for decades, transporting water up to 120 kilometres from grounded ice onto and across ice shelves, feeding vast melt ponds up to 80 kilometres long. Large-scale surface drainage could deliver water to areas of ice shelves vulnerable to collapse, as melt rates increase this century. While Antarctic surface melt ponds are relatively well documented on some ice shelves, we have discovered that ponds often form part of widespread, large-scale surface drainage systems. In a warming climate, enhanced surface drainage could accelerate future ice-mass loss from Antarctic, potentially via positive feedbacks between the extent of exposed rock, melting and thinning of the ice sheet

MODEL PENGEMBANGAN WISATA BAHARI DI KAWASAN TANJUNG WAIROLE DAN PULAU TIGA KABUPATEN MALUKU TENGAH

“Zamrud khatulistiwa”, sebutan yang sangat dikenal bagi wisatawan yang berkunjung ke Indonesia. Sebagai negara bahari dan negara kepulauan terbesar di dunia, Indonesia memiliki sumberdaya hayati pesisir dan pulaupulau kecil yang sangat potensial untuk dikembangkan. Untuk itu dituntut suatu perencanaan dan pengelolaan sumberdaya pesisir yang berkelanjutan agar bermanfaat dalam mendukung pembangunan ekonomi daerah dan nasional, antara lain berupa peningkatan penerimaan devisa negara, peningkatan lapangan kerja. Pengelolaan sumberdaya dapat dilakukan melalui pengembangan pariwisata. Sayangnya hal ini dapat menimbulkan tekanan terhadap ekosistem pesisir dan pulau-pulau kecil, karena kesadaran tentang pelestarian lingkungan yang masih minim. Keuntungan lebih banyak diperoleh bukan oleh penduduk setempat tetapi oleh pihak swasta. Dengan berjalannya waktu dan melihat kondisi lingkungan wisata pesisir yang semakin memprihatinkan, maka timbul kesadaran masyarakat dan pemerhati lingkungan untuk melakukan pengelolaan khusus berbasis konservasi demi menjaga kelestarian lingkungan pesisir dan meminimalisir dampak negatif yang timbul seperti kerusakan ekosistem dan kepunahan jenis-jenis biota pesisir, disamping menjaga dan menyelamatkan adat dan budaya masyarakat setempa

Design Study: Integer Subtraction Operation Teaching Learning Using Multimedia in Primary School

This study aims to develop a learning trajectory to help students understand concept of subtraction of integers using multimedia in the fourth grade. This study is thematic integrative learning in Curriculum 2013 PMRI based. The method used is design research consists of three stages; preparing for the experiment, design experiment, retrospective analysis. The studied was conducted on 20 students of grade four SDN 1 Muara Batun, OKI. The activities of students in this study consisted of six learning trajectories. The first activity asks the students to classify heroism and non-heroism acts, summarize, and classify integers and non-integer. The second activity asks the students to answer the questions in the film given. The third activity asks students to count the remaining gravel in the film. The fourth activity asks students to count remaining spent money in the film. The fifth activity invites students to play rubber seeds in the bag. The last activity asks students to answer the questions in the student worksheet. The media used along the learning activities are a ruler, rubber seed, student worksheet, money, gravel, and film. The results indicate that the learning trajectory using multimedia help students understand the concept of integer subtraction integer

Research Methodology Through Writing Research Proposal Retrospectively by Combining Classroom Discussion and Collaborative Working Group in Lesson Study

Lesson Study (LS) was conducted aiming at: (1) describing the ideal steps in combining classroom discussion and collaborative working group in effort to improve students' comprehension on writing biology research proposal that is arranged retrospectively; (2) analyzing the improvement of students' comprehension on writing biology research proposal retrospectively by combining classroom discussion and collaborative working group (further noted as collaborative classroom discussion).The location of LS was in Class VB and VC, incorporating fifth semester students in Biology Education Department University of Muhammadiyah Malang (UMM) Indonesia. This LS was conducted within four cycles with its main focus on concept comprehension covering three cognitive levels, namely: simple concept comprehension, concept analysis, and concept synthesis.The findings of this current LS concluded that there were 8 activity stages in ideal syntax of collaborative classroom discussion, to name: (1) pre-condition: students were to complete collaborative working group-based assignments; (2) the lecturer explained the rules and assessment system of the discussion; (3) reorganizing seating arrangement and dividing group discussions, one presenting group and the other discussion groups; (4) positioning the students from high group in each discussion group; (5) the lecturer acted as a facilitator and was accompanied by a student-recruited note-taker; (6) conducting classroom discussion led by the facilitator; (7) the lecturer administered the assessment process; and (8) the lecturer along with students conducted reflection.The implementation of ideal syntax of collaborative classroom discussion was proven to improve students' comprehension on biology research methodology through writing research proposal retrospectively. Collaborative classroom discussion could improve students' comprehension on biology research methodology course as the implementation of which improved cognitive processes, initiated from simple concept comprehension, concept analysis, to concept synthesis and evaluation

Detectors and Focal Plane Modules for Weather Satellites

Weather satellite instruments require detectors with a variety of wavelengths ranging from the visible to VLWIR. One of the remote sensing applications is the geostationary GOES-ABI imager covering wavelengths from the 450 to 490 nm band through the 13.0 to 13.6 micron band. There are a total of 16 spectral bands covered. The Cross-track infrared Sounder (CrIS) is a Polar Orbiting interferometric sensor that measures earth radiances at high spectral resolution, using the data to provide pressure, temperature and moisture profiles of the atmosphere. The pressure, temperature and moisture sounding data are used in weather prediction models that track storms, predict levels of precipitation etc. The CrIS instrument contains SWIR (lamba(sub c) approximately 5 micron at 98K), MWIR (lambda(sub c) approximately 9 micron at 98K) and LWIRs (lamba(sub c) approximately 15.5 micron at 81K) bands in three Focal Plane Array Assemblies (FPAAs). GOES-ABI contains three focal plane modules (FPMs), (i) a visible-near infrared module consisting of three visible and three near infrared channels, (ii) a MWIR module comprised of five channels from 3.9 micron to 8.6 micron and (iii) a 9.6 micron to 13.3 micron, five-channel LWIR module. The VNIR FPM operates at 205 K, and the MWIR and LWIR FPMs operate at 60 K. Each spectral channel has a redundant array built into a single detector chip. Switching is thus permitted from the primary selected array in each channel to the redundant array, given any degradation in performance of the primary array during the course of the mission. Silicon p-i-n detectors are used for the 0.47 micron to 0.86 micron channels. The thirteen channels above 1 micron are fabricated in various compositions of Hg1-xCdxTe, and in this particular case using two different detector architectures. The 1.38 micron to 9.61 micron channels are all fabricated in Hg1-xCdxTe grown by Liquid Phase Epitaxy (LPE) using the HDVIP detector architecture. Molecular beam epitaxy (MBE)-grown Hg1-xCdxTe material are used for the LWIR 10.35 micron to 13.3 micron channels fabricated in Double layer planar heterostructure (DLPH) detectors. This is the same architecture used for the CrIS detectors CrIS detectors are 850 micron diameter detectors with each FPAA consisting of nine photovoltaic detectors arranged in a 3 x 3 pattern. Each detector has an accompanying cold preamplifier. SWIR and MWIR FPAAs operate at 98 K and the LWIR FPAA at 81 K, permitting the use of passive radiators to cool the detectors. D* requirements at peak wavelength are 5.0E+10 Jones for LWIR, 9.3E+10 Jones for MWIR and 3.0E+11 Jones for SWIR. All FPAAs exceeded the D* requirements. Measured mean values for the nine photodiodes in each of the LWIR, MWIR and SWIR FPAAs are D* = 5.3 x 10(exp 10) cm-Hz(exp 1/2)/W at 14.0 micron, 1.0 x 10(exp 11) cm-Hz(exp 1/2)/W at 8.0 micron and 3.1 x 10(exp 11) cm-Hz(exp 1/2)/W at 4.64 micron

When does the action start and finish? Making the case for an ethnographic action research in educational research

This paper explores how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that have discussed the use of ethnography and action research in specific projects. Interpretations of ethnography and action research are developed that aim to minimise the epistemological differences between them. The paper also contextualises an ‘ethnographic action research’ approach with reference to an example of the author’s research into participation in three ‘reception’ (first year of schooling) classes in the United Kingdom. It is argued that research into the theme of participation in early years education, using participative methods, was particularly suitable for this new methodological approach