Improving reporting of uncertainties in sea level rise assessments

Sea level rise (SLR) assessments are commonly used to identify the extent that coastal populations are at risk to flooding. However, the data and assumptions used to develop these assessments contain numerous sources and types of uncertainty, which limit confidence in the accuracy of modeled results. This study illustrates how the intersection of uncertainty in digital elevation models (DEMs) and SLR lead to a wide range of modeled outcomes. SLR assessments are then reviewed to identify the extent that uncertainty is documented in peer-reviewed articles. The paper concludes by discussing priorities needed to further understand SLR impacts. (PDF contains 4 pages

Academic practice as explanatory framework: reconceptualising international student academic engagement and university teaching

This paper joins growing interest in the concept of practice, and uses it to reconceptualise international student engagement with the demands of study at an Australian university. Practice foregrounds institutional structures and student agency and brings together psychologically- and socially-oriented perspectives on international student learning approaches. Utilising discourse theory, practice is defined as habitual and individual instances of socially-contextualised configurations of elements such as actions and interactions, roles and relations, identities, objects, values, and language. In the university context, academic practice highlights the institutionally-sanctioned ways of knowing, doing and being that constitute academic tasks. The concept is applied here to six international students’ ‘readings’ of and strategic responses to academic work in a Master of Education course. It is argued that academic practice provides a comprehensive framework for explaining the interface between university academic requirements and international student learning, and the crucial role that teaching has in facilitating the experience

Teaching grammar: Rethinking the approach

In this article Margaret Kettle examines grammar, its image problem and some new developments aimed at improving its teaching and learning in the TESOL classroom

Re-thinking context and reflexive mediation in the teaching of writing

This paper calls for a renewed focus on the teaching of writing. It proposes a conceptual model, based on a social realist perspective, which takes account of the ways in which teachers reflexively mediate personal, professional and political considerations in enacting their writing pedagogies. This model extends understanding of the factors contextualising the teaching of writing. It also provides a useful guide for research into the teaching of writing and a prompt for reflexivity in professional development

Systematic errors in global air-sea CO2 flux caused by temporal averaging of sea-level pressure

International audienceLong-term temporal averaging of meteorological data, such as wind speed and air pressure, can cause large errors in air-sea carbon flux estimates. Other researchers have already shown that time averaging of wind speed data creates large errors in flux due to the non-linear dependence of the gas transfer velocity on wind speed (Bates and Merlivat, 2001). However, in general, wind speed is negatively correlated with air pressure, and a given fractional change in the pressure of dry air produces an equivalent fractional change in the atmospheric partial pressure of carbon dioxide (<i>p</i>CO_2air). Thus low pressure systems cause a drop in <i>p</i>CO_2air, which together with the associated high winds, promotes outgassing/reduces uptake of CO₂ from the ocean. Here we quantify the errors in global carbon flux estimates caused by using monthly or climatological pressure data to calculate <i>p</i>CO_2air (and thus ignoring the covariance of wind and pressure) over the period 1990?1999, using two common parameterisations for gas transfer velocity (Wanninkhof, 1992 (W92) and Wanninkhof and McGillis, 1999 (WM99)). Results show that on average, compared with estimates made using 6 hourly pressure data, the global oceanic sink is systematically overestimated by 7% (W92) and 10% (WM99) when monthly mean pressure is used, and 9% (W92) and 12% (WM99) when climatological pressure is used

Between Franks and Butler: British intelligence lessons from the Gulf War

Lessons for the intelligence community were publicly identified in a 1983 report by Lord Franks and 2004 report by Lord Butler. However, little is known of the lessons learned during the twenty years between the two. This article draws upon two newly released, previously classified, documents which examine British intelligence lessons from the 1990-1991 Gulf War. It provides a previously untold account of the crisis, exclusively from a British intelligence perspective, and presents new evidence that intersects across many intelligence debates. This article also challenges whether identified lessons remained learned and begins to question the wider learning process within the intelligence community

Tur\`an numbers of Multiple Paths and Equibipartite Trees

The Tur\'an number of a graph H, ex(n;H), is the maximum number of edges in any graph on n vertices which does not contain H as a subgraph. Let P_l denote a path on l vertices, and kP_l denote k vertex-disjoint copies of P_l. We determine ex(n, kP_3) for n appropriately large, answering in the positive a conjecture of Gorgol. Further, we determine ex (n, kP_l) for arbitrary l, and n appropriately large relative to k and l. We provide some background on the famous Erd\H{o}s-S\'os conjecture, and conditional on its truth we determine ex(n;H) when H is an equibipartite forest, for appropriately large n.Comment: 17 pages, 13 figures; Updated to incorporate referee's suggestions; minor structural change