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CAGE15-7 Cruise Report: GEO8144/3144 – Marine Geology and Geophysics Cruise, Greenhouse Gases in the Ocean
No full textFrom the late afternoon of July 23rd to the morning of August 3rd, 2015, the Department of Geology Uit, the Arctic University of Norway, arranged a AMGG-Research School scientific teaching cruise aimed atinvestigating the western and northern Svalbard margin and the Barents Sea, the Fram Strait to east Greenland, methane seep sites at Vestnesa, Prins Karls Forland and Storfjorden Trough and on R/V “Helmer Hanssen”. Investigated areas were (in order of visiting sites on the cruise): west of Prins Karls Forland, Vestnesa Ridge, Molloy Deep, Fram Strait, East Greenland margin, Smeerenburgfjorden, Hinlopen, Storfjorden, Storfjorden Trough, and Leirdjupet south of Spitsbergenbanken. The scientific sampling was done within the framework of several ongoing projects at the Department of Geology, University of Tromsø: “CAGE – Centre for Arctic Gashydrate, Environment and Climate”, in which the sub-projects “Paleo-CIRCUS”, “OA-Ocean Acidification” is included. The responsible for this year’s course in GEO8144/GEO3144 is Prof. T.L. Rasmussen.
A total of 26 gravity cores, 5 piston cores, 12 plankton net casts and 27 CTD (conductivity-temperature-depth) casts were performed at the planned stations. A total of 86.3 km (46 nm) of airgun surveys were run. 108.97 m mud was obtained in total.
Chirp profiles and multibeam lines were acquired during transits and during surveys in Storfjorden, Storfjorden Trough and Leirdjupet. In addition, CTD’s and a small chirp and multibeam survey was performed Storfjorden and in Leirdjupet and airgun lines were run in Storfjorden Trough. The recording of echo-sounding started from c. 78 °N on the shelf outside Isfjorden and ended at c. 72 °N, with pauses when passing through protected areas of Svalbard (Smeerenburgfjorden and Hinlopen and respecting the 12 nm zone in Storfjorden).
The cruise may be known as: CAGE15_7_AMG
CAGE Final Report 2017–2023
No full textAfter a successful decade as a Centre of Excellence funded by the Norwegian Research Council, the Centre for Arctic Gas Hydrate, Environment and Climate (CAGE) will draw to a close at the end of February 2023. In this final report, we reflect on the extraordinary accomplishments, impacts, and legacy from the second phase of CAGE (2017-2023). The first phase of the Centre (2013-2017) was reported in the CAGE Annual 2016 Report.
Frigjøring og frihet
No full textStormaktene la mange av premissene for frigjøringen. Den lovlige norske statsmakten og andre legitime norske organer hadde svært begrenset innflytelse på begivenhetenes gang. Dette kom særlig sterkt til uttrykk i den nordlige landsdelen, der frigjøringen var et drama som kom til å prege mange sterkt. Tvangsevakuering, motstand og overgang fra krig til fred var kilder til skjellsettende menneskelige erfaringer
Innledning
No full textI 2023 markerer forsøksgården Holt på Tromsøya sitt 100-års jubileum. Gården var da, og er fremdeles, verdens nordligste forskningsstasjon innen jord- og plantekultur
Utmarksressurser i nord
No full textRessurser og arealer i utmarka blir stadig viktigere for samfunnet og er gjenstand for økende konflikter, spesielt i nord. Samtidig kompliserer klimaendringer bildet ytterligere. NIBIO Tromsø forsker på en rekke fagområder relatert til ressursene i utmarka. Her presenteres smakebiter fra noe av dette arbeidet
Er maskinoversetting fra nordsamisk nyttig for sørsamisk?
Get PDFThe article assesses the strengths and weaknesses of a rule-based translation program from North Saami to South Saami. As a tool for translators, the system can contribute to more text being produced in South Saami, both by using North Saami as an intermediary in the translation of texts from Norwegian and Swedish, and by translating texts that are originally written in North Saami. The system may also help teachers in academia to understand texts written by South Saami students. The system is still not good enough, in particular the number of word pairs in the lexicon must be increased considerably to get a better result. The translation is also not robust with respect to linguistic errors in the North Saami text. The linguistic difference between North Saami and South Saami syntax is big, and one could consider whether it would be appropriate to use a rule-based approach, which allows using information about the sentences\u27 dependency trees, in order to more easily transform the sentences from North Saami syntax to acceptable South Saami.Artikkelen vurderer sterke og svake sider ved et regelbasert oversettingsprogram fra nordsamisk til sørsamisk. Som verktøy for oversettere kan systemet bidra til at det blir produsert mer tekst på sørsamisk, både ved å bruke nordsamisk som et mellomledd i oversetting av tekster fra norsk og svensk, og ved å oversette tekster som originalt er skrevet på nordsamisk. Systemet er også til hjelp for lærere i akademia å forstå tekster skrevet av sørsamiske studenter. Systemet er enda ikke godt nok, spesielt må antall ordpar i leksikonet økes betraktelig for å få et bedre resultat. Oversettinga er også lite robust for språklige feil i den nordsamiske teksten. Det er så stor forskjell mellom nordsamisk og sørsamisk syntaks, at man bør vurdere om det vil være hensiktsmessig å bruke en regelbasert tilnærmingsmåte hvor man også kan bruke informasjon om setningenes dependenstre, for lettere å transformere setningene fra nordsamisk syntaks til akseptabel sørsamisk
Where is the (ancient) ocean floor?
No full textFocus:
To understand that that the ocean floor is dynamic and changes through time. Sometimes it’s far away, and sometimes much closer than we think. But where is the ocean floor?
Learning objectives:
In this activity, pupils will understand that we can find ancient ocean floors on land because of tectonic activity. NB: This will require prior planning and may not be possible if your school is too far from such tectonic formations.
Key words:
Sedimentation, sedimentary rocks, tectonics, Earth history
Під тиском
No full textFocus:
To understand and feel how water pressure changes with depth.
Learning objectives:
In this activity, pupils will recognize the relationship between water depth and pressure. Pupils will be able to reflect on how lifeforms in the deep sea might be affected by the high water pressures in their ecosystems.
Key words:
Depth, weight, pressure.Фокусуємося на:
відчутті, як змінюється тиск води з глибиною.
Мета навчання:
У цій вправі учні відчують залежність між глибиною води та тиском. Учні зможуть поміркувати про те, як на форми життя в морських глибинах може вплинути високий тиск води в їхніх екосистемах.
Ключові слова:
Глибина, вага, тис
Температури Арктичного океану
No full textFocus:
To understand what water temperature is, and why it is important for life in the ocean. What factors influence water temperature (e.g., sunlight, solar radiation, heat transfer)?
Learning objectives:
In this activity, pupils will learn that temperature is an important factor influencing water, water quality, and altering the physical and chemical properties of water.
Key words:
Temperature, solar radiation, heat transfer, changes & drivers, consequences.Фокусуємося на:
температурі води, і чому вона важлива для життя в океані. Які фактори впливають на температуру води (сонячне світло, сонячна радіація, теплообмін)?
Мета навчання:
У цій вправі учні дізнаються, що температура є важливим фактором, що впливає на воду, на її якість та змінює фізичні та хімічні властивості води.
Ключові слова:
Температура, сонячна радіація, теплообмін, зміни та фактори, наслідк