Changes of the equilibrium line altitude since the Little Ice Age in the Nepalese Himalayas

Changes of the equilibrium-line altitude (ELA) since the end of the Little Ice Age (LIA) in eastern Nepal have been studied using glacier inventory data. The toe-to-headwall altitude ratios (THARs) for individual glaciers were calculated for 1992, and used to estimate the ELA in 1959 and at the end of the LIA. THAR for debris-free glaciers is found to be smaller than for debris-covered glaciers. The ELAs for debris-covered glaciers are higher than those for debris-free glaciers in eastern Nepal. There is considerable variation in the reconstructed change in ELA (ΔELA) between glaciers within specific regions and between regions. This is not related to climate gradients, but results from differences in glacier aspect: southeast- and south-facing glaciers show larger ΔELAs in eastern Nepal than north- or west-facing glaciers. The data suggest that the rate of ELA rise may have accelerated in the last few decades. The limited number of climate records from Nepal, and analyses using a simple ELA–climate model, suggest that the higher rate of the ΔELA between 1959 and 1992 is a result of increased warming that occurred after the 1970s at higher altitudes in Nepal.

Accelerating shrinkage of Patagonian glaciers from the Little Ice Age (∼AD 1870) to 2011

We used Little Ice Age (LIA) trimlines and moraines to assess changes in South American glaciers over the last ∼140 years. We determined the extent and length of 640 glaciers during the LIA (∼ AD 1870) and 626 glaciers (the remainder having entirely disappeared) in 1986, 2001 and 2011. The calculated reduction in glacierized area between the LIA and 2011 is 4131 km2 (15.4%), with 660 km2 (14.2%) being lost from the Northern Patagonia Icefield (NPI), 1643 km2 (11.4%) from the Southern Patagonia Icefield (SPI) and 306 km2 (14.4%) from Cordillera Darwin. Latitude, size and terminal environment (calving or land-terminating) exert the greatest control on rates of shrinkage. Small, northerly, land-terminating glaciers shrank fastest. Annual rates of area loss increased dramatically after 2001 for mountain glaciers north of 52° S and the large icefields, with the NPI and SPI now shrinking at 9.4 km2 a–1 (0.23% a–1) and 20.5 km2 a–1 (0.15% a–1) respectively. The shrinkage of glaciers between 52° S and 54° S accelerated after 1986, and rates of shrinkage from 1986 to 2011 remained steady. Icefield outlet glaciers, isolated glaciers and ice caps south of 54° S shrank faster from 1986 to 2001 than they did from 2001 to 2011.

'Hey little rich boy, take a good look at me': punk, class and British oi!

This article looks at the controversial music genre Oi! in relation to youth cultural identity in late 1970s and early 1980s Britain. By examining the six compilation albums released to promote Oi! as a distinct strand of punk, it seeks to challenge prevailing dismissals of the genre as inherently racist or bound to the politics of the far right. Rather, Oi! – like punk more generally – was a contested cultural form. It was, moreover, centred primarily on questions of class and locality. To this end, Oi! sought to realize the working-class rebellion of punk’s early aesthetic; to give substance to its street-level pretentions and offer a genuine ‘song from the streets’.

With a little help from our friends: how system dynamics and soft OR can learn from each other

At its inception, the paradigm of system dynamics was deliberately made distinct from that of OR. Yet developments in soft OR now have much in common with current system dynamics modeling practice. This article briefly traces the parallel development of system dynamics and soft OR, and argues that a dialogue between the two would be mutually rewarding. to support this claim, examples of soft OR tools are described along with some of the field’s philosophical grounding and current issues. Potential benefits resulting from a dialogue are explored, with particular emphasis on the methodological framework of system dynamics and the need for a complementarist approach. The article closes with some suggestions on how to begin learning from.