Sea ice studies in the Spitsbergen-Greenland area

The author has identified the following significant results. Detailed information on the outflow through the Fram Strait of ice from the Polar Ocean over shorter periods was obtained. It is found that the speed of the outflow may vary about 100% over periods of a few days. The core of the East Greenland Current is found between 2 deg E and 4 deg W. The speed of the surface water at 81 deg N is for a calm period estimated to be about 10 cm/s. A new surging glacier was discovered and new fronts of several glaciers were determined. The variation of the snow line with respect to distance from the coast was for the first time determined for the southern part of Spitsbergen. Great variations were observed, from 200 m in east to 550 m in the central area of the island

Sea ice studies in the Spitsbergen, Greenland area

There are no author-identified significant results in this report

Human operator dynamics for aural compensatory tracking

The human operator's ability to control using aural information only and using combined aural and visual displays was investigated for a simple tracking task. Tracking error was presented to the test subjects using one- and two-ear displays. For both displays the pitch of the tone represented the magnitude of the tracking error. The operator's aural control characteristics were modeled as a describing function plus a remnant. The effects on the measured describing function and remnant of different system dynamics, changes in the frequency content of the input and different displays were determined during the study. The describing function and remnant data indicate that humans can control as well with aural cues as with visual cues for the task considered. However, the reduction in operator time delays, expected because of the generally faster human response to aural stimuli, was not evident in the results. It was also determined that the operators could control equally well with either the one- or two-ear display

Report on a Fungus Isolated From an Ozone Meter

The fungus Penicillium lilacinum Thom was found to be responsible for the malfunction of ozone meters sent in from such widely divergent geographical locations as Iowa; Tennessee; Washington, D. C.; Maryland; Ottawa, Canada; and Hawaii. In 12 out of 15 isolations a pure culture of the fungus was obtained. The source of the fungus was traced to the rubber used in the assembly of the solution pump. The sensor solution used in the machine proved to be inhibitory but not fungicidal. Attempts at control included chemical additives of which methylparaben, scorbic acid, propylparaben, and sodium benzoate were all stimulants when used in the lower concentrations in conjunction with the sensor solution. The chemical which was most effective was o-Phenylphenol. The fungus showed unexpected tolerance for some chemicals

Formation and propagation of great salinity anomalies

North Atlantic/Arctic ocean and sea ice variability for the period 1948–2001 is studied using a global Ocean General Circulation Model coupled to a dynamic/thermodynamic sea ice model forced by daily NCEP/NCAR reanalysis data [Kalnay et al., 1996]. Variability of Arctic sea ice properties is analysed, in particular the formation and propagation of sea ice thickness anomalies that are communicated via Fram Strait into the North Atlantic. These export events led to the Great Salinity Anomalies (GSA) of the 1970s, 1980s and 1990s in the Labrador Sea (LS). All GSAs were found to be remotely excited in the Arctic, rather than by local atmospheric forcing over the LS. Sea ice and fresh water exports through the Canadian Archipelago (CAA) are found to be only of minor importance, except for the 1990s GSA. Part of the anomalies are tracked to the Newfoundland Basin, where they enter the North Atlantic Current. The experiments indicate only a minor impact of a single GSA event on the strength of the North Atlantic Thermohaline Circulation (THC)

Tilpasset opplæring i ulik skolearkitektur

I denne artikkelen har jeg undersøkt ulike læreres opplevelser av, forestillinger om og preferanser til to ulike former for skolearkitektur. Artikkelen er basert på observasjon av, og intervjuer med, syv lærere. Tre av disse jobber ved en baseskole, mens de resterende jobber ved en tradisjonell klasseromskole. Da lærerne satte ord på i hvilken grad de mente skolearkitekturen ved deres skole ga et godt utgangspunkt for å drive undervisning i samsvar med eget pedagogiske grunnsyn, pekte de samlet sett tre sentrale områder. Alle disse områdene kan sees i lys av begrepet tilpasset opplæring. Det første området handlet om hvilken form for differensiering som ble vektlagt på skolen, og hvordan de fysiske rammene samsvarte med den aktuelle differensierings- og organiseringsformen. Her var lærerne ved begge skolene godt fornøyde. Et andre fokusområde var reell arealtilgang som utgangspunkt for variert undervisning. Her var lærerne ved den tradisjonelle klasseromskolen godt fornøyde, mens lærerne ved baseskolen i langt større grad mente grupperommene var for små, og at disse til dels opplevdes som begrensende i forhold til lærerrollen og ønske om variert undervisning. Det siste fokusområdet lærerne pekte på var hvordan de fysiske rammene la til rette for en ønsket balanse mellom tette samarbeidsrelasjoner og autonomi i planleggings- og undervisningssituasjoner. Innenfor dette området var lærerne ved begge skoler stort sett godt fornøyd, men de hadde ulike preferanser for hvor tyngdepunktet i denne balansen skulle liggeIn this article I have made an inquiry into different teachers’ experiences with, perceptions about and preferences regarding two different types of school architecture. The article is based on observation and interviews with seven teachers. Three of these teachers worked in an open-plan school (baseskole), while the other four worked in a school with traditional classrooms. The teachers told stories about the connection between the school architecture and the possibilities they felt they had for teaching according to their own pedagogical views. They pointed out three central areas that were of importance for this connection. All of these areas can be seen in the light of the expression: adapted education. The first area was regarding the type of differentiation that was considered to be the starting point for adapted education at the school, and how the physical structures in the school correlated with the chosen type of differentiation and organizing that were put to use there. Regarding this area, the teachers from both schools were very satisfied. A second area of importance was the actual access to teaching space as a starting point for using different teaching strategies and methods. Regarding this area, the teachers from the traditional school were very satisfied, while the teachers from the open-plan school felt the rooms they had for teaching sat limitations upon different aspects of their teaching practices. The last area the teachers pointed their fingers at, was how the physical structures made possible a desired balance between close collaboration with colleagues and autonomy in situations regarding planning and teaching. The teachers from both schools were pretty satisfied regarding this area, but they had different preferences to how this balance should b

Kampen om skoleanlegget - historikken bak baseskolene

I løpet av de siste årene har vi sett eksempler på harde kamper om arkitekturen til nye skoleanlegg. Jeg lar i denne artikkelen fire sentrale stemmer i denne debatten komme til ordet. De fire stemmene tilhører tidligere utdannings- og forskningsminister Kristin Clemet, leder i Norsk Lektorlag Gro Elisabeth Paulsen, avdelingsdirektør i Utdanningsetaten Harald Øvland og hovedverneombud i Oslo-skolen Knut Myhrer. Disse stemmene vil belyse blant annet: hvem som ønsket baseskolene velkommen, hvorfor baseskolene ble ønsket velkommen, hvem som opponerte mot baseskolene og hvorfor det ble opponert mot baseskolene. Kvartetten vil også belyse i hvilken grad Kunnskapsløftet kan sies å legitimere baseskolene og i hvilken grad lærerne har vært med på utformingen av de nye skoleanleggen

The Relationship of Mindfulness and Student Homework Completion

The purpose of this study was to explore the relationship of student mindfulness and homework completion. This study consisted of a sample size of 42 students within a 7th grade public school Language Arts classroom. The data was collected over a period of six weeks using conversations in small focus groups (4-6 students) , student homework completion data, one-on-one conversations with participating students, and individual observations from within the classroom. The results of this study show a loose connection between a student’s mindfulness of their homework assignments and completion, and their ability to complete the assignment(s). The data does not show a correlation as it was qualitative in nature, but instead offers insights into the thinking (mindfulness) of students in regards to the completion - or not - of their homework. My recommendations for future research is that a longer period of time be allowed for the study, a higher number of participants participate in the study, and that the timing of the study to be shifted from the end to the beginning of a given school year