254 research outputs found
Data for: Precise determination of Ar, Kr and Xe isotopic fractionation due to diffusion and dissolution in fresh water
No full textThis .zip file contains:-MS Excel spreadsheet with results of three sets of laboratory experiments carried out this study-MATLAB code and MS Word overview document for fitting observations to model for rapid-cooling experiments (RCEs) to determine kinetic isotopic fractionation factors
UVic ESCM Pre-industrial and LGM simulations of inert gases in global ocean
No full text<p>Model simulation results for:</p>
<p>Global Ocean Cooling of 2.3 ⁰C during the Last Glacial Maximum<br>A.M. Seltzer, P.W. Davidson, S.A. Shackleton, D.P. Nicholson, and S. Khatiwala</p>
<p>Freely available for public use. Please cite above publication.</p>
<p>Contents:<br>.mat files containing steady-state monthly climatologies for Ar, Kr, Xe, Ne, and N2 throughout global ocean. Concentrations in mol/kg.</p>
<p>.xlsx file containing processed model output and configuration details</p>
<p>30 experiments and corresponding files are included, described in Table S1 of publication. </p>
<p>File format is: </p>
<p>"A_Output" + Circulation/T/S type + Gas exchange parameterization + ice fields + winds</p>
<p>where Circulation/T/S type could be PIC or LGM, gas exchange can be either L13b1 or L13b2 (Liang et al., 2013) with original or doubled bubble fluxes, ice can be PIC, LGM, or LGMplus (equatorward extension by 1.8 deg latitude), and winds can be:</p>
<p>(nothing) = unchanged from PIC</p>
<p>or </p>
<p>05 through 15 = multiplied by scalar (0.5 through 1.5) for all latitudes poleward of 50 deg</p>
<p>Also included are climatological UVic ESCM potential temperature and salinity for PIC and LGM (files called "Theta..." or "Salt...")</p>
MATLAB code package for Noble Gas Paleotemperature Reconstruction
No full textInstructions for running MATLAB Noble Gas Temperature model:
Files needed (all in the same folder or added to MATLAB path):
-NGT_Database.xlsx: MS Excel database of groundwater noble gas records
-RunNGTModel.m: **use this script to run the model**
-NGsol.m: returns noble gas solubilities in water (Jenkins et al., 2019)
-CE_Model.m: implements Closed-system Equilibrium model (Aeschbach-Hertig et al., 2000)
-PR_Model.m: implements Partial Re-equilibration Equilibrium model (Stute et al., 1995)
-OD_Model.m: implements Oxygen Depletion model (Hall et al., 2005)
-readRecord.m: reads in selected record from MS Excel database
-NeHe_excess.m: calculates dissolved neon superaturation and radiogenic helium-4 excess
[Following two scripts available from Roberta Hamme's website: https://web.uvic.ca/~rhamme/download.html]
-vpress.m: (credit: Roberta Hamme) returns vapor pressure of water
-gas_diffusion.m: (credit: Roberta Hamme) returns noble gas diffusion coefficients in water
Overview:
1. Simply enter study number (1-32, per MS Excel database) into marked field in RunNGTModel.m and hit run!
Support:
Please email Alan Seltzer ([email protected]) with any questions, comments, or concerns.Please freely use this code package, but we'd appreciate it if you'd cite the associated publication:
Seltzer et al., 2021. Widespread six degrees Celsius cooling on land during the Last Glacial Maximum. Nature. doi: 10.1038/s41586-021-03467-
Retrieving a “Weather Balloon” from the last Ice Age
No full text© The Author(s), 2022. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Seltzer, A. M., & Tyne, R. L. Retrieving a “Weather Balloon” from the last Ice Age. AGU Advances, 3(4), (2022): e2022AV000747, https://doi.org/10.1029/2022AV000747.“How cold was the last ice age?” is a question that paleoclimate scientists have been trying to answer for decades. Constraining the magnitude of climate change since the Last Glacial Maximum (∼20,000 years ago) can help improve our understanding of Earth's climate sensitivity and, therefore enhance our ability to predict future change (Tierney et al., 2020). Of course, there is no single answer to this question: there is spatial structure to LGM temperature change that is linked to fundamental climate system properties and processes. Consequently, paleoclimate scientists have focused on variations of this question, like “What was the latitudinal gradient of LGM temperature change?” (Chiang et al., 2003), “What was the land-sea contrast?” (Rind & Peteet, 1985) or “What was the change in ocean heat content?” (Bereiter et al., 2018). These questions inform large-scale atmospheric and oceanic circulation, the intensity of the water cycle, and planetary energy balance; the answers to these questions come from proxies like planktic and benthic foraminifera, speleothems, ice cores, pollen records, ancient groundwater, lake sediments, and glacial moraines, to name a few. In short, the paleoclimate community has developed a proxy “tool kit” equipped to map changes across the Earth's surface and into the ocean interior; but, until now, no “tool” existed for the upper atmosphere
Helium, inorganic and organic carbon isotopes of fluids and gases across the Costa Rica convergent margin
No full textIn 2017, fluid and gas samples were collected across the Costa Rican Arc. He and Ne isotopes, C isotopes as well as total organic and inorganic carbon concentrations were measured. The samples (n = 24) from 2017 are accompanied by (n = 17) samples collected in 2008, 2010 and 2012. He-isotopes ranged from arc-like (6.8 RA) to crustal (0.5 RA). Measured dissolved inorganic carbon (DIC) δ13CVPDB values varied from 3.55 to -21.57‰, with dissolved organic carbon (DOC) following the trends of DIC. Gas phase CO2 only occurs within ~20 km of the arc; δ13CVPDB values varied from -0.84 to -5.23‰. Onsite, pH, conductivity, temperature and dissolved oxygen (DO) were measured; pH ranged from 0.9-10.0, conductivity from 200-91,900 μS/cm, temperatures from 23-89 °C and DO from 2-84%. Data were used to develop a model which suggests that ~91 ± 4.0% of carbon released from the slab/mantle beneath the Costa Rican forearc is sequestered within the crust by calcite deposition with an additional 3.3 ± 1.3% incorporated into autotrophic biomass
Intergenerational ties: what can be gained from an international perspective?
No full textIn this chapter, we argue for the importance of adopting an interna-tional comparative perspective in the study of intergenerational ties. The first section of this chapter comments on theoretical approaches
to understand intergenerational ties. The second section reflects on the
types of ties to be distinguished. The third, and longest section, takes up
the importance of contexts in understanding intergenerational ties and
focuses heavily on the gains to be made from taking an international
comparative perspective. A short discussion of the implications for
future research is provided in the fourth section
Class of 1982 at the High School of Jewish Studies, 1982
No full textIdentified in photo: Michael Schiller, David Stagman, Alan Pruzan, Susan Zarkin, Jamie Levy, Wendy Goffe, Sharon Seltzer, Donna Sytman, Terri Stusser, Lisa Levin, Michele Litt, Leslie Ross, Mimi Sobel.
PH Coll 1140.
The chronicle genre in Elementary School II and the subject-author: dialogical and interactive relationship
No full textEsta dissertação relata uma experiência pedagógica de aplicação de sequência didática em duas salas de aula do Ensino Fundamental II de uma escola pública municipal de São Paulo. A atividade foi voltada ao estudo da crônica, com foco no aspecto narrativo, numa perspectiva dialógica e interativa de ensino e aprendizagem, segundo as concepções de Bahkthin (1997), que conceitua os gêneros do discurso como tipos relativamente estáveis de enunciados. Para o autor: Todas as esferas da atividade humana, por mais variadas que sejam, estão sempre relacionadas com a utilização da língua que efetua-se em forma de enunciados (orais e escritos), concretos e únicos que emanam dos integrantes duma ou doutra esfera da atividade humana.. A partir de atividades de leitura e interpretação de crônicas, pretendeu-se levar os alunos a reconhecer, além das características do gênero, os elementos de coesão e sua importância para a organização e clareza do texto, orientando, assim, o processo autoral de produção textual. Também foi feita a prática de retextualização. Pelo seu caráter híbrido e flexível, as crônicas exerceram um papel motivador importante. A opção pelo trabalho com sequência didática propicia aos estudantes a possibilidade de apropriar-se dos sentidos do gênero abordado e dos mecanismos de funcionamento da linguagem. A esse respeito, Dolz, Noverraz e Schneuwly (2011) afirmam que a sequência didática contribui para desenvolver a capacidade comunicativa dos envolvidos no processo de ensino e aprendizagem pelo fato de propiciarem a criação de contextos reais de produção. Vale ressaltar o papel do professor que, mais do que um mediador, precisa ter uma postura de agente de letramento que, segundo Kleiman(2006), (...) no caso da escola, seria um promotor das capacidades e recursos de seus alunos e suas redes comunicativas. Para o trabalho de retextualização, seguiu-se a proposta de Oliveira (2005), sobretudo nas operações de divisão do texto em unidades de comunicação, adequação das palavras ao sistema ortográfico oficial, eliminação das repetições, introdução da pontuação detalhada, retomada do texto pela leitura. O resultado do trabalho foi positivo, uma vez que houve a adesão de boa parte dos alunos e um aprimoramento da escrita de vários deles. No entanto, cabe ressaltar que as produções textuais, pelas dificuldades individuais, situam-se entre a crônica propriamente dita e narrativas simples, com poucas nuances de humor, de crítica ou de reflexão, como seria de se esperar em uma crônica. Dado que os gêneros são relativamente estáveis, há espaço, também, para a instabilidade que se manifestou na produção dos alunos.This paper describes a pedagogical experience of the didactic sequence application in two classrooms of public school in São Paulo. The objective of the activity was the study of the chronicle genre, focusing on its narrative aspects, a dialogical and interactive approach to teaching and learning, according to the concepts of Bahkthin (1997), which conceptualizes the speech genres as relatively stable types of utterances. For the author, \"All spheres of human activity, however varied they may be, are always related to the use of language\" that \"is made in the form of statements (oral and written), concrete and unique emanating from members of a or another sphere of human activity. \".From reading and interpretation activities of chronicles, it is our intention that the students recognize not only the genres characteristics, but also the cohesive devices and their importance to the organization and clarity of the text, thus facilitating the authorship process of textual production. There was also the practice of rewriting. Due to its hybrid and flexible nature, the chronicle played an important motivating role. The choice for working with a didactic sequence provides the students with the opportunity to internalize the senses of the addressed genre. In this regard, Dolz, Noverraz and Schneuwly (2004) state that the didactic sequence helps in the development of the communication skills of those involved in the teaching and learning process, because it encourages the creation of real contexts of production.It is noteworthy that the teacher\'s role, rather than that of a mediator, must be that of a literacy agent, whom, according to Kleiman, \"(...) in the school context, would be a promoter of the capacities and resources of their students and their communication networks \"(Kleiman, 2006: 82-83).The task of rewriting followed the guidelines of Oliveira (2005), majorly in the procedures of \"text division in communication units, suitability of words to the official spelling system, eliminating repetitions, the detailed introduction of punctuation, and the recovering of the text by reading.\" The result of the study was very positive, given the adherence of most students and a writing improvement of several of them. Their textual productions, however, due to individual difficulties, resulted in simple narratives, lacking the comic, critical or reflexive nuances, which characterize chronicles. Since the genres are relatively stable, there is room also for instability manifested in the production of students
Paul Morand, undated
No full textPaul Morand (caption: "Paul Morand, author of 'Open all Night' [Seltzer]"), undated, tearsheet, 3.5 x 2.75 inches
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