Upper ocean dynamics during the LOTUS and TROPIC HEAT experiments

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Earth, Atmospheric, and Planetary Sciences, 1991.Vita. Title as it appears in the M.I.T. Graduate List, Sept. 1991: Stratification and upper ocean dynamics.Includes bibliographical references (leaves 149-153).by Rebecca R. Schudlich.Ph.D

Upper ocean model of dissolved atmospheric gases. Final report for the period 1 August 1991--31 May 1995

This report summarizes results from three years of funding for a modelling study of processes controlling the distribution of metabolic chemical tracers in surface waters. We determined concentrations of the gases O{sub 2}, Ar, N{sub 2}, and the stable isotope ratio ({sup 18}O/{sup 16}O) of molecular oxygen in surface waters at Station ALOHA in conjunction with the Global Ocean Flux Study (GOFS) Hawaiian Ocean Time-series project during the years 1989- 90 and 1992-93. Under this contract we have incorporated chemical tracers into an existing ocean mixed-layer model to simulate the physical processes controlling the distribution and seasonal cycle of dissolved gases in the upper ocean. The broad background of concurrent chemical, physical, and biological measurements at Station ALOHA provides enough redundancy of ``ground truth`` to assess the model`s accuracy. Biological oxygen production estimated from modelled chemical tracers agrees with estimates based on measurement of carbon fluxes into the deep ocean and nitrate fluxes into the upper ocean during 1989-90 and 1992-93, verifying for the first time the utility of chemical tracers for determining biological fluxes in the ocean. Our results suggest that in the euphotic zone (the upper 100 m of the ocean), the net biological O{sub 2} production is 1.0-2. 0 moles m{sup -2}yr{sup - 1}. Inert gas (Ar, N{sub 2}) supersaturation levels show that air and bubble injection are important modes of air-sea gas transfer in the Station ALOHA region

The Role of Pre- and Postnatal Timing of Family Risk Factors on Child Behavior at 36 months

Children growing up in disharmonious families with anxious/depressed mothers are at risk for emotional and behavioral difficulties, however whether these associations reflect postnatal environment, prenatal exposure, or an overall liability is still unclear. This study used prospectively collected data from 24,259 participants of the Norwegian Mother and Child Cohort Study (MoBa). Mothers reported on anxiety/depression and family disharmony twice in pregnancy and twice post pregnancy, as well as on their child’s physical aggression and crying behavior at age 36 months. First, results from an autoregressive cross-lagged model showed a substantial stability in both maternal anxiety/depression and family disharmony from pregnancy to 18 months postnatal, but there was no indication that family disharmony led to maternal anxiety/depression, or the other way around. Second, structural equation models further suggests that the main risk derived from an overall liability, that is, a lasting effect of family risks that spanned the two time periods

Parental Depressive Symptoms and Adolescent Adjustment: A Prospective Test of an Explanatory Model for the Role of Marital Conflict

Despite calls for process-oriented models for child maladjustment due to heightened marital conflict in the context of parental depressive symptoms, few longitudinal tests of the mechanisms underlying these relations have been conducted. Addressing this gap, the present study examined multiple factors longitudinally that link parental depressive symptoms to adolescent adjustment problems, building on a conceptual model informed by emotional security theory (EST). Participants were 320 families (158 boys, 162 girls), including mothers and fathers, who took part when their children were in kindergarten (T1), second (T2), seventh (T3), eighth (T4) and ninth (T5) grades. Parental depressive symptoms (T1) were related to changes in adolescents’ externalizing and internalizing symptoms (T5), as mediated by parents’ negative emotional expressiveness (T2), marital conflict (T3), and emotional insecurity (T4). Evidence was thus advanced for emotional insecurity as an explanatory process in the context of parental depressive symptoms

Educational Psychology

Learning and teaching is an integrated process, and theory and practice cannot be separated. Educational Psychology 4e incorporates Australasian perspectives and applications using the work of Australasian researchers and teachers.