A Coastal Transect of McMurdo Dry Valleys (Antarctica) Snow and Firn: Marine and Terrestrial Influences on Glaciochemistry

Samples of snow and firn from accumulation zones on Clark, Commonwealth, Blue and Victoria Upper Glaciers in the McMurdo Dry Valleys (similar to 77-78 degrees S, 161-164 degrees E), Antarctica, are evaluated chemically and isotopically to determine the relative importance of local (site-specific) factors vs regional-scale influences in defining glaciochemistry. Spatial variation in snow and firn chemistry confirms documented trends within individual valleys regarding major-ion deposition relative to elevation and to distance from the coast. Sodium and methylsulfonate (MS-), for example, follow a decreasing gradient with distance from the coast along the axis of Victoria Valley (350-119 mu gL(-1) for Na+; 33-14 mu gL(-1) for MS-); a similar pattern exists between Commonwealth and Newall Glaciers in the Asgaard Range. When comparing major-ion concentrations (e.g. Na-+,Na- MS-, Ca2+) or trace metals (e.g. Al, Fe) among different valleys, however, site-specific exposures to marine and local terrestrial chemical sources play a dominant role. Because chemical signals at all sites respond to particulates with varying mixtures of marine and terrestrial sources, each of these influences on site glaciochemistry must be considered when drawing temporal climate inferences on regional scales.

Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books

The purpose of this study was to investigate a selection of children's historical nonfiction literature for evidence of coherence. Although research has been conducted on coherence of textbook material and its influences on comprehension there has been limited study on coherence in children's nonfiction literature. Generally, textual coherence has been seen as critical in the comprehensibility of content area textbooks because it concerns the unity of connections among ideas and information. Disciplinary coherence concerns the extent to which authors of historical text show readers how historians think and write. Since young readers are apprentices in learning historical content and conventions of historical thinking, evidence of disciplinary coherence is significant in nonfiction literature for young readers. The sample of the study contained 32 books published between 1989 and 2000 ranging in length from less than 90 pages to more than 150 pages. Content analysis was the quantitative research technique used to measure 84 variables of textual and disciplinary coherence in three passages of each book, as proportions of the total number of words for each book. Reliability analyses and an examination of 750 correlations showed the extent to which variables were related in the books. Three important findings emerged from the study that should be considered in the selection and use of children's historical nonfiction literature in classrooms. First, characteristics of coherence are significantly related together in high quality nonfiction literature. Second, shorter books have a higher proportion of textual coherence than longer books as measured in three passages. Third, presence of the author is related to characteristics of coherence throughout the books. The findings show that nonfiction literature offers students content that researchers have found textbooks lack. Both younger and older students have the opportunity to learn the conventions of historical thinking as they learn content through nonfiction literature. Further, the children's literature, represented in the Orbis Pictus list, shows students that authors select, interpret, and question information, and give other interpretations. The implications of the study for teaching history, teacher preparation in content and literacy, school practices, children's librarians, and publishers of children's nonfiction are discussed.

Crevassing and Calving of Glacial Ice

Calving of ice is a relatively new area of research in the still young field of glaciology. In the short time that calving has been studied, it has been mainly treated as an afterthought, with the predominant mode of thinking being that it will happen so to concern oneself with why is not important. Many studies dealt with observations of calving front positions over time vs. ice velocity in an attempt to quantify the calving rate as the difference between the two, while others have attempted to deduce some empirical relationship between calving rate and variables such as water depth or temperature. This study instead addresses the question of why, where, and when ice will first become crevassed, which is an obviously necessary condition for a later calving event to occur. Previous work examining the causes of calving used ideas put forth from a variety of fields, including civil engineering, materials science, and results from basic physics and mechanics. These theories are re-examined here and presented as part of a larger whole. Important results from the field of fracture mechanics are utilized frequently, and these results can be used as a predictor of ice behavior and intrinsic properties of ice, as well as properties like back stresses induced by local pinning points and resistive shears along glacial ice boundaries. A theory of fracture for a material experiencing creep is also presented with applications to ice shelves and crevasse penetration. Finally, a speculative theory regarding large scale iceberg formation is presented. It is meant mainly as an impetus to further discussion on the topic, with the hope that a model relating crevasse geometries to flow parameters can result in crevasse spacings that could produce the tabular icebergs which are so newsworthy. The primary focus of this thesis is to move away from the "after the fact" studies that are so common in calving research, and instead devote energy to determining what creates the conditions that drive the calving of ice in the first place.