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.

Aboveground community and species-specific plant biomass from the Jena Experiment (Dominance Experiment, year 2002)

This data set contains aboveground community biomass (Sown plant community, Weed plant community, and Unidentified plant material; all measured in biomass as dry weight) and species-specific biomass from the sown species of the dominance experiment plots of a large grassland biodiversity experiment (the Jena Experiment; see further details below). In the dominance experiment, 206 grassland plots of 3.5 x 3.5 m were established from a pool of 9 plant species that can be dominant in semi-natural grassland communities of the study region. In May 2002, varying numbers of plant species from this species pool were sown into the plots to create a gradient of plant species richness (1, 2, 3, 4, 6, and 9 species). Plots were maintained by bi-annual weeding and mowing. Aboveground community biomass was harvested in September 2002 on all experimental plots of the dominance experiment. This was done by clipping the vegetation at 3 cm above ground in two rectangles of 0.2 x 0.5 m per experimental plot. The location of these rectangles was assigned by random selection of coordinates within the central area of the plots (excluding an outer edge of 50cm). The positions of the rectangles within plots were identical for all plots. The harvested biomass was sorted into categories: individual species for the sown plant species, weed plant species (species not sown at the particular plot), detached dead plant material, and remaining plant material that could not be assigned to any category. The fresh mass of all biomass was determined and only biomass of one sample per plot could be dried to constant weight (70°C, >= 48 h). Dry mass of the other sample was calculated from the ratio of fresh to dry mass. Sown plant community biomass was calculated as the sum of the biomass of the individual sown species. The mean of both samples per plot and the individual measurements are provided in the data file. Overall, analyses of the community biomass data have identified species richness and the presence of particular species as an important driver of a positive biodiversity-productivity relationship.

Final year project: students and instructors perceptions as a competence-strengthening tool for engineering students

This work indicates the importance of the Final Year Project (FYP) in the strengthening of competences of engineering students. The study also shows which personal competences of students are reinforced most during the FYP process,including the preparation, elaboration, presentation and defence stages. In order to gather information on this subject, a survey was conducted at two different Spanish technical universities—one public and one private—and a comparative analysis was performed of the questionnaires collected. The competence model considered is that used by the Accreditation Board for Engineering and Technology (ABET), since the official title of the public university has been accredited by this model. The results indicate which personal and professional competences of students are reinforced well by undertaking the FYP. Any significant differences in response by university are explained in the study. For validation purposes, the results were contrasted with the instructor’s perspective using the triangulation methodology. Finally, the conclusions drawn will permit the design of new study plans to cope more effectively with the challenges of the FYP in the new Bologna framework.

Study about the Problem of Dropping of Subjects by Students During an Academinc Year at the University.

In university studies, it is not unusual for students to drop some of the subjects they have enrolled in for the academic year. They start by not attending lectures, sometimes due to neglect or carelessness, or because they find the subject too difficult, this means that they lose the continuity in the topics that the professor follows. If they try to attend again they discover that they hardly understand anything and become discouraged and so decide to give up attending lectures and study on their own. However some fail to turn up to do their final exams and the failure rate of those who actually do the exams is high. The problem is that this is not only the case with one specific subject, but it is often the same with many subjects. The result is that students arent’s productive enough, wasting time and also prolonging their years of study which entails a great cost for families. Degree courses structured to be conducted and completed in three academic courses, it may in fact take up to an average of six or more academic courses. In this paper, we have studied this problem, which apart from the waste of money and time, produces frustration in the student, who finds that he has not been able to achieve what he had proposed at the beginning of the course. It is quite common, to find students who do not even pass nor 50% of the subjects they had enrolled in for the academic year. If this happens repeatedly to a student, it can be the point when he considers dropping out altogether. This is also a concern for the universities, especially in the early courses. In our experience as professors, we have found that students, who attend lectures regularly and follow the explanations, approach the final exams with confidence and rarely fail the subject. In this proposal we present some techniques and methods carried out to solve in possible, the problem of lack of attendance to lectures. This involves "rewarding students for their assistance and participation in lectures". Rewarding assistance with a "prize" that counts for the final mark on the subject and involving more participation in the development of lectures. We believe that we have to teach students to use the lectures as part of their learning in a non-passive way. We consider the professor's work as fundamental in terms of how to convey the usefulness of these topics explained and the applications that they will have for their professional life in the future. In this way the student see for himself the use and importance of what he is learning. When his participation is required, he will feel more involved and confident participating in the educational system. Finally we present statistical results of studies carried out on different degrees and on different subjects over two consecutive years. In the first year we assessed only the final exams without considering the students attendance, or participation. In the second year, we have applied the techniques and methods proposed here. In addition we have compared the two ways of assessing subjects.

Competence assessment of final year projects for undergraduate telecommunication students

The value of project-based learning has lead to the inclusion of project development activities in engineering courses, being the Final Year Project (FYP) the most remarkable one. Several approaches have been proposed for assessing and grading FYPs but, among them, rubrics are becoming a standard for such type of assessment. However, due to the different characteristics and orientations of the projects (some are more practically oriented, some more theoretically), and the high amount of different competences to be evaluated (knowledge, working capability, communication skills, etc.), the definition of one unique rubric suitable for the evaluation of all FYPs presented in different degree programs, is a big challenge. In a former work, the educational outcomes expected from the FYP were defined and resulted in a proposal for their assessment. Afterwards, the proposal has been tested during one year within an educational innovation-project at the Universidad Politécnica de Madrid which involved the follow-up of 8 undergraduate telecommunication students elaborating their FYPs. In this publication, our experience will be described, based on the emerging work taking place through the formalisation of the process which consisted in the following steps: i) establishment of a schedule for the whole process (publication of FYPs topics, selection of applying students and their enrolment, assignation of a jury to each FYP, elaboration and follow-up of FYPs, final report submission, oral presentation, etc.); ii) design of rubrics for each of three assessment parts: working process, final report and oral presentation; and iii) follow-up and evaluation of the involved FYPs. Finally, problems that appeared during this experience (e.g. administrative aspects, criticisms and suggestions from the students, tutors and juries involved) are discussed and some modifications in the assessment system will be proposed in order to solve or minimize these problems.

A Complexity Architecture for Information Technologies: a Three-Year Didactic Experiment

One medium-term strategy for helping in the management of complexity is the introduction of a conceptual complexity component in the very centre of university curricula. In very few areas is the growth of complexity as evident as in the information technologies (ITs), the focus of the work presented in the current paper. We have therefore developed an integrated way of tackling the specific field of information technologies by means of an approach,to complexity. The content of this paper describes the guidelines of our research effort, placing an emphasis on informatics. Concepts of complexity based on the system metaphor have been substantially drawn upon in this exercise and are thus presented in some detail. Also described is a didactic experiment conducted by the author and designed to provide a new and integrating approach to University curricula for future professionals. The students' "discovery" of complexity is the focal point of the experiment. The findings of this effort are encouraging and call for the continuation and expansion of this experiment.

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.

Assessing Creativity In Engineering Students: A Comparative Between Degrees and Sudents In First And Last Year

An online open access test (CREAX self-assessment) has been used in this work so that students from degrees in engineering in the Universidad Polite¿cnica of Madrid (UPM) could self-assess their creative competence after several classroom activities. Different groups from the first year course have been statistically compared using data from their assessment. These first year students had different professors in the subject ?Technical Drawing? and belonged to several degrees in the UPM. They were as well compared regarding sex and a group of first year students was also compared to another last year group of the degree so as to observe possible differences in the achievement of this competence. Only one difference was detected concerning sex in one of the degrees. Among degrees, the higher marks obtained by students who had done specific exercises for the development of creativity in class is highlighted. Finally, a significantly high mark was observed in students during their last year of degree with respect to first year students. The tool CREAX has become very useful in the assessment of this competence in the UPM degrees in which it has been implemented.

ISIS-2: 10 year survival among patients with suspected acute myocardial infarction in randomised comparison of intravenous streptokinase, oral aspirin, both, or neither

Objective: To assess effects of intravenous streptokinase, one month of oral aspirin, or both, on long term survival after suspected acute myocardial infarction.