84 research outputs found
Sea ice and pollution-modulated changes in Greenland ice core methanesulfonate and bromine
No full textReconstruction of past changes in Arctic sea ice extent may be critical for understanding its future evolution. Methanesulphonate (MSA) and bromine concentrations preserved in ice cores have both been proposed as indicators of past sea ice conditions. In this study, two ice cores from central and NE Greenland were analysed at sub-annual resolution for MSA (CH3SO3H) and bromine, covering the time period 1750–2010. We examine correlations between ice core MSA and the HadISST1 ICE sea ice dataset and consult back-trajectories to infer the likely source regions. A strong correlation between the low frequency MSA and bromine records during preindustrial times indicates that both chemical species are likely linked to processes occurring on or near sea ice in the same source regions. The positive correlation between ice core MSA and bromine persists until the mid-20th century, when the acidity of Greenland ice begins to increase markedly due to increased fossil fuel emissions. After that time, MSA levels decrease as a result of declining sea ice extent but bromine levels increase. We consider several possible explanations and ultimately suggest that increased acidity, specifically nitric acid, of snow on sea ice stimulates the release of reactive Br from sea ice, resulting in increased transport and deposition on the Greenland ice sheet.O. J. Maselli, N. J. Chellman, M. Grieman, L. Layman, J. R. McConnell, D. Pasteris, R. H. Rhodes, E. Saltzman, and M. Sig
Secondary standards for major oxide concentrations of individual glass tephra shards from the Greenland ice core TUNU2013_58.04-58.14m, Summit2023_180.52-108.69m, and Summit2023_108.22-108.37m samples
No full textSecondary standards of Lipari, BCR-2Ga, ML3B-G, StHS6/80-G, and Old Crow for major element oxide tephra glass analyses obtained from individual glass shards from samples TUNU2013_58.04-58.14m, Summit2023_180.52-108.69m, and Summit2023_108.22-108.37m in the Greenland TUNU2013 [78.04°N/33.88°W] and Summit2023 [72.6°N/38.3°W] ice cores. Normalised analytical data (totals to 100%) and the original analytical totals are reported (before normalisation) all as weight %. Data was obtained using electron probe micro-analysis (EPMA) at the University of Bern, Switzerland and the University of St Andrews, UK
Major oxide concentrations of individual glass tephra shards from the Greenland ice core TUNU2013_58.04-58.14m, Summit2023_180.52-108.69m, and Summit2023_108.22-108.37m samples
No full textMajor oxide concentrations of individual glass tephra shards from tephra deposits in the Greenland TUNU2013 [78.04°N/33.88°W] and Summit2023 [72.6°N/38.3°W] ice cores. Deposits analysed are (i) TUNU2013_58.04-58.14m, (ii) Summit2023_180.52-108.69m, and (iii) Summit2023_108.22-108.37m. Normalised analytical data (totals to 100%) and the original analytical totals are reported (before normalisation) all as weight %. Data was obtained using electron probe micro-analysis (EPMA) at the University of Bern, Switzerland and the University of St Andrews, UK. Sample ID, sample depth (m), sample age (Year CE), tephra name (if known), source volcano, and normalised oxide values are provided
Data for: Comparison of co-located ice-core and tree-ring mercury records indicates potential radial translocation of mercury in whitebark pine
No full textTree-ring Hg concentration data from 1800 to modern from the Wind River Range, Wyoming.THIS DATASET IS ARCHIVED AT DANS/EASY, BUT NOT ACCESSIBLE HERE. TO VIEW A LIST OF FILES AND ACCESS THE FILES IN THIS DATASET CLICK ON THE DOI-LINK ABOV
Designing Learning Design Pedagogy: Proactively Integrating Work-Integrated Learning to Meet Expectations
No full textAs more and more organisations examine the validity and suitability of online and blended models of learning and development the pandemic has only accelerated this demand. While the initial response was more in line with emergency remote teaching (Heggart in Global perspectives on educational innovations for emergency situations. Springer, 2022), more carefully planned models, often requiring design expertise, are now being trialled in different contexts. Contexts are the foundation and thus have a direct dependency when one thinks of designing for learning and performance. Understanding the factors that influence how a context shapes the learning experience thus assists with a much improved outcome for institutions and individuals (de Alvarez & Dickson-Deane in TechTrends 62:1–9, 2018; Romero-Hall, E., Correia, A. P., Branch, R. M. (Rob), Cevik, Y. D., Dickson-Deane, C., Chen, B., Liu, J. C., Tang, H., Vasconcelos, L., Pallitt, N., & Thankachan, B in Research methods in learning design and technology. Routledge, 2020). Work-integrated learning, also known as cooperative education in some geographies, depends on the integration of the disciplinary and societal context to add the value needed for the learning experience (Saunders in JADARA 6, 2019). Knowing how this may look from a design perspective and then measuring it against the outcomes that are achieved to see if they meet the needs of industry and society at large is the next step to have meaningful translation (Carr-Chellman & Carr-Chellman, in TechTrends 64:704–709, 2020)
Is Optimization an Opportunity? An Assessment of the Impact of Class Size and School Size on the Performance of Ukrainian Secondary Schools
No full textUsing a rich data set of almost the entire population of Ukrainian secondary schools, the authors estimatethe effect of school size and class size on the performance of secondary schools on Ukraine's External Independent Test. They find that larger schools tend to have somewhat better performance, both in terms of test scores and in terms of test participation. The size of this effect is relatively small, however, especially in rural areas for which the estimates are likely to be more clean estimates. Class size is found to be insignificant in most specifications and, if significant, of negligible size.Tertiary Education, Secondary Education, Teaching and Learning, Education For All, Primary Education
Is optimization an opportunity ? an assessment of the impact of class size and school size on the performance of Ukrainian secondary schools
No full textUsing a rich data set of almost the entire population of Ukrainian secondary schools, the authors estimate the effect of school size and class size on the performance of secondary schools on Ukraine's External Independent Test. They find that larger schools tend to have somewhat better performance, both in terms of test scores and in terms of test participation. The size of this effect is relatively small, however, especially in rural areas for which the estimates are likely to be more clean estimates. Class size is found to be insignificant in most specifications and, if significant, of negligible size.Tertiary Education,Secondary Education,Teaching and Learning,Education For All,Primary Education
GISP2 ice-core volcanic sulfate concentration and deposition between 2635 and 2638 m depth (c. 80 ka BP)
No full textWe present continuous records of 1 cm resolved sodium, sulfur, non-sea-salt sulfur, size-resolved insoluble particle concentrations and liquid conductivity using a Continuous Flow Analysis (CFA) system (McConnell et al., 2017) from the Greenland Ice Sheet Project Two (GISP2; 72.97°N, 38.80°W) ice core and estimated volcanic sulfate mass depositions for the depth interval 2635-2638 m (equivalent to an age of c. 80 ka BP on GICC05modelext (Seierstad et al., 2014) and 79.5 ka BP on AICC2012 (Veres et al., 2013). The reconstruction is based on sulfur measurements employing high-resolution continuous flow analysis coupled to inductively coupled plasma mass spectrometry performed at the Desert Research Institute (Reno, NV, USA) under (class 100) cleanroom conditions. Volcanic eruptions are detected when annual sulfur concentrations exceeded the background concentrations + 4 times the median of the absolute deviation. Background concentrations are estimated using a 101-point running median. Volcanic sulfate deposition rates are calculated by subtracting the background concentrations from total sulfate equivalent (i.e. sulfur x 3) concentrations using thinning corrected estimates of mean ice accumulation rates at the ice-core site
An Investigation Into The Use Of E-Learning Resources Within An Environmental Context For Schools
No full textThe premise of this study was to take a game-based learning and investigate whether pupil engagement was enhanced through an environmental context and a competitive environment. Despite game-based learning being an active research area, there appears to be a relatively slow uptake by teachers (Axe & Routledge, 2011) which perhaps gives light to a certain pragmatism amongst teachers to adopt games in education. However, credibility is given to this body of research by a number of prominent authors (Becta, 2001; Kirriemuir & McFarlane, 2003; Shaffer, Squire, Halverson & Gee, 2004). Research has shown the most effective way of integrating game-based learning is to firstly identify the pedagogy for the learning tool and then wrap this with gamified elements (Gee 2003; Gee 2004). What this study aimed to do was provide a system where pupils could learn about environmental topics through a series of educational activities during a prescribed set of trials in school but also have the opportunity to use the system as much or as little as they liked outside of school hours. In addition, this study introduced a contextualised scenario which challenged participants to make decisions based on both moral and competitive judgement in order to determine whether there was an underlying pattern of competitive behaviour or whether users were motivated by more than just winning, a suggestion made by Deen & Schouten 2011).
As a concept, gaming strategies are ways that participants utilise an educational tool to win or succeed at the game-based element without explicitly fulfilling the pedagogical purpose. Literature suggests mixed results with previous studies as to the demographic profiles of participants who employ gaming strategies and also their motivations behind those strategies (Baker et al, 2004; Baker et al, 2005). This study aimed to identify basic demographic information for participants who used gaming strategies throughout the usage of this contextual e-learning system as well as the ways in which various strategies were used.
One of the fundamental parts of this study was a feature designed to test whether participants were more likely to exhibit selfish or morally responsible behaviour when posed with a number of environmental disaster scenarios. The questions took the form of Environmental Decision Points and provided users with an environmental disaster scenario and three options carrying different points values. The decision participants had to make was whether they chose the more selfish option (and progressed further up their class league table) or whether they took the socially responsible option (where they could perhaps feel better inside but had nothing tangible to show).
Overall, this study was designed to further learning in the areas of game-based learning, contextualised learning and gaming strategies within a cohort of Primary and Secondary school pupils
El marco de la teoría de la instrucción parece perdido ¿No es hora de que lo encontremos de nuevo?
No full textMost researchers who design innovative digital learning experiences, and then conduct research that investigates the usefulness of those learning experiences, fail to fully apply instructional theory (Reigeluth, 1983, 1999; Reigeluth & Carr-Chellman, 2009a) as the foundation of their designs and the focus of their research. This choice negatively impacts researchers’ design judgment (Boling, et al. 2017) and their credibility as the guarantor of design (Stolterman & Nelson, 2000). This ultimately leads to diffusion barriers when disseminating their digital learning innovations. The purpose of this paper is to help researchers and learning-experience designers overcome these diffusion barriers by embracing instructional theory as the foundation for their designs and using six principles for conducting research aligned with instructional theory: 1) Know complex systems qualitatively, 2) Value the treatment design fundamentals, 3) Practice unbiased consideration of instructional methods, 4) Respect the instructional design iron triangle, 5) Differentiate between methods and media, and 6) Know your personal instructional design theory.La mayoría de los investigadores que diseñan experiencias innovadoras de aprendizaje digital y luego realizan investigaciones que investigan la utilidad de esas experiencias de aprendizaje, no aplican completamente la teoría de la instrucción (Reigeluth, 1983, 1999; Reigeluth y Carr-Chellman, 2009a) como la base de sus diseños y El foco de su investigación. Esta elección impacta negativamente el juicio de diseño de los investigadores (Boling, et al.2017) y su credibilidad como garantes del diseño (Stolterman y Nelson, 2000). Esto finalmente conduce a barreras de difusión cuando se difunden sus innovaciones de aprendizaje digital. El propósito de este documento es ayudar a los investigadores y diseñadores de experiencias de aprendizaje a superar estas barreras de difusión al adoptar la teoría de la instrucción como base para sus diseños y utilizar seis principios para realizar investigaciones alineadas con la teoría de la instrucción: 1) Conocer los sistemas complejos cualitativamente, 2) Valor los fundamentos del diseño del tratamiento, 3) Practique una consideración imparcial de los métodos de instrucción, 4) Respete el triángulo de hierro del diseño de instrucción, 5) Distinga entre métodos y medios, y 6) Conozca su teoría de diseño de instrucción personal
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