Ice-algal chlorophyll a and physical properties of multi-year and first-year sea ice in the Lincoln Sea during spring

With near-complete replacement of Arctic multi-year ice (MYI) by first-year ice (FYI) predicted to occur within this century, it remains uncertain how the loss of MYI will impact the abundance and distribution of sea ice associated algae. In this study we compare the chlorophyll a (chl a) concentrations and physical properties of MYI and FYI from the Lincoln Sea during 3 spring seasons (2010-2012). Cores were analysed for texture, salinity, and chl a. We identified annual growth layers for 7 of 11 MYI cores and found no significant differences in chl a concentration between the bottom first-year-ice portions of MYI, upper old-ice portions of MYI, and FYI cores. Overall, the maximum chl a concentrations were observed at the bottom of young FYI. However, there were no significant differences in chl a concentrations between MYI and FYI. This suggests little or no change in algal biomass with a shift from MYI to FYI and that the spatial extent and regional variability of refrozen leads and younger FYI will likely be key factors governing future changes in Arctic sea ice algal biomass. Bottom-integrated chl a concentrations showed negative logistic relationships with snow depth and bulk (snow plus ice) integrated extinction coefficients; indicating a strong influence of snow cover in controlling bottom ice algal biomass. The maximum bottom MYI chl a concentration was observed in a hummock, representing the thickest ice with lowest snow depth of this study. Hence, in this and other studies MYI chl a biomass may be under-estimated due to an under-representation of thick MYI (e.g., hummocks), which typically have a relatively thin snowpack allowing for increased light transmission. Therefore, we suggest the on-going loss of MYI in the Arctic Ocean may have a larger impact on ice-associated production than generally assumed.

Secundary school profile in science and technology versus the first year at the Technical University of Madrid. Cause of failure or quitting?

Se analiza el absentismo, el fallo y el abandono de los estudiantes en los primeros semestres del grado sobre la base de su formación en la educación secundaria.

Instituto de Sistemas Fotovoltaicos de Concentración concentration photovoltaics hybrid system first year of operation and improvements

A photovoltaic (PV) hybrid system combines PV with other forms of electricity generation, usually a diesel generator. The system presented in this paper uses concentration photovoltaic (CPV) as the main generator in combination with a storage system and the grid, configured as the backup power supply. The load of the system consists of an air conditioning system of an office building. This paper presents the results obtained from the first months of operation of the CPV hybrid system installed at Instituto de Sistemas Fotovoltaicos de Concentración facilities together with exhaustive simulations in order to model the system behaviour and be able to improve the self-consumption ratio. This system represents a first approach to the use of a CPV in office buildings complemented by an existing AC-coupled hybrid system. The contribution of this paper to the analysis of this new system and the existing tools available for its simulation, at least a part of it, can be considered as a starting point for the development of these kinds of systems.

Chemistry Education around the World: The First-Year Experience

En este trabajo se analizan y discuten las similitudes en el primer año de enseñanza de la química a nivel universitario en diferentes países. Este aspecto es una base fundamental que deben considerar, tanto profesores como alumnos, en programas de intercambio.

Compatison of S-SI, A-SI and CDTE technologies wording at the same conditions, after the first year of electricity production

Grid connected solar plants are a good opportunity for their use for research as a secondary objective. In countries were feed-in tariffs are still active, it is possible to include in the design of the solar plant elements for its use for research. In the case of the solar plant presented here both objectives are covered. The solar plant of this work is formed by PV modules of three different technologies: Multicrystalline, amorphous and CdTe. In one part of the solar plant, the three technologies are working at the same conditions, not only ambient conditions but also similar voltage and current input to the inverters. Both the commercial and the experimental parts of the solar plant have their own independent inverters with their meters but are finally connected to the same meter to inject. In this work we analyse the results for the first year of operation of the experimental solar plant. Productions of three different technologies in exactly the same conditions are compared and presented. According to the results, all the three technologies have conversion efficiencies dropping when the temperature increases. Amorphous module experiences the lesser reduction, whereas the multicrystalline module suffers the most.

A two-year experience teaching computer literacy to first-year medical students using skill-based cohorts

Because it is widely accepted that providing information online will play a major role in both the teaching and practice of medicine in the near future, a short formal course of instruction in computer skills was proposed for the incoming class of students entering medical school at the State University of New York at Stony Brook. The syllabus was developed on the basis of a set of expected outcomes, which was accepted by the dean of medicine and the curriculum committee for classes beginning in the fall of 1997. Prior to their arrival, students were asked to complete a self-assessment survey designed to elucidate their initial skill base; the returned surveys showed students to have computer skills ranging from complete novice to that of a systems engineer. The classes were taught during the first three weeks of the semester to groups of students separated on the basis of their knowledge of and comfort with computers. Areas covered included computer basics, e-mail management, MEDLINE, and Internet search tools. Each student received seven hours of hands-on training followed by a test. The syllabus and emphasis of the classes were tailored to the initial skill base but the final test was given at the same level to all students. Student participation, test scores, and course evaluations indicated that this noncredit program was successful in achieving an acceptable level of comfort in using a computer for almost all of the student body.