A model of the three-dimensional evolution of Arctic melt ponds on first-year and multiyear sea ice

During winter the ocean surface in polar regions freezes over to form sea ice. In the summer the upper layers of sea ice and snow melts producing meltwater that accumulates in Arctic melt ponds on the surface of sea ice. An accurate estimate of the fraction of the sea ice surface covered in melt ponds is essential for a realistic estimate of the albedo for global climate models. We present a melt-pond–sea-ice model that simulates the three-dimensional evolution of melt ponds on an Arctic sea ice surface. The advancements of this model compared to previous models are the inclusion of snow topography; meltwater transport rates are calculated from hydraulic gradients and ice permeability; and the incorporation of a detailed one-dimensional, thermodynamic radiative balance. Results of model runs simulating first-year and multiyear sea ice are presented. Model results show good agreement with observations, with duration of pond coverage, pond area, and ice ablation comparing well for both the first-year ice and multiyear ice cases. We investigate the sensitivity of the melt pond cover to changes in ice topography, snow topography, and vertical ice permeability. Snow was found to have an important impact mainly at the start of the melt season, whereas initial ice topography strongly controlled pond size and pond fraction throughout the melt season. A reduction in ice permeability allowed surface flooding of relatively flat, first-year ice but had little impact on the pond coverage of rougher, multiyear ice. We discuss our results, including model shortcomings and areas of experimental uncertainty.

Evidence for interplay between genes and parenting on infant temperament in the first year of life: monoamine oxidase A polymorphism moderates effects of maternal sensitivity on infant anger proneness

Background The low expression polymorphism of the MAOA gene in interaction with adverse environments (G × E) is associated with antisocial behaviour disorders. These have their origins in early life, but it is not known whether MAOA G × E occurs in infants. We therefore examined whether MAOA G × E predicts infant anger proneness, a temperamental dimension associated with later antisocial behaviour disorders. In contrast to previous studies, we examined MAOA G × E prospectively using an observational measure of a key aspect of the infant environment, maternal sensitivity, at a specified developmental time point. Methods In a stratified epidemiological cohort recruited during pregnancy, we ascertained MAOA status (low vs. high expression alleles) from the saliva of 193 infants, and examined specific predictions to maternal report of infant temperament at 14 months from maternal sensitivity assessed at 29 weeks of age. Results Analyses, weighted to provide general population estimates, indicated a robust interaction between MAOA status and maternal sensitivity in the prediction of infant anger proneness (p = .003) which became stronger once possible confounders for maternal sensitivity were included in the model (p = .0001). The interaction terms were similar in males (p = .010) and females (p = .016), but the effects were different as a consequence of an additional sex of infant by maternal sensitivity interaction. Conclusions This prospective study provides the first evidence of moderation by the MAOA gene of effects of parenting on infant anger proneness, an important early risk for the development of disruptive and aggressive behaviour disorders.

Internalizing symptomatology and academic achievement: bi-directional prospective relations in adolescence

Prior research has documented negative, concurrent relations between internalizing symptomatology and academic achievement among adolescents. The present study provided the first rigorous, longitudinal examination of the bi-directional, prospective relations between adolescent internalizing symptomatology and academic achievement. One hundred and thirty adolescents reported depression and anxiety annually from 6th through 10th grades, and GPA records were obtained annually from schools. Results showed that a) high depression and anxiety at the beginning of a school year predicted lower GPA during that school year, and b) low GPA in any school year predicted higher depression and anxiety at the beginning of the following school year. These findings underscore the tight link between adolescent internalizing symptomatology and academic achievement.

Health problems in elderly patients during the first post-stroke year

BACKGROUND: A wide range of health problems has been reported in elderly post-stroke patients. AIM: The aim of this study was to analyse the prevalence and timing of health problems identified by patient interviews and scrutiny of primary health care and municipality elderly health care records during the first post-stroke year. METHODS: A total of 390 consecutive patients, ≥65 years, discharged alive from hospital after a stroke event, were followed for 1 year post-admission. Information on the health care situation during the first post-stroke year was obtained from primary health care and municipal elderly health care records and through interviews with the stroke survivors, at 1 week after discharge, and 3 and 12 months after hospital admission. RESULTS: More than 90% had some health problem at some time during the year, while based on patient record data only 4-8% had problems during a given week. The prevalence of interview-based health problems was generally higher than record-based prevalence, and the ranking order was moderately different. The most frequently interview-reported problems were associated with perception, activity, and tiredness, while the most common record-based findings indicated pain, bladder and bowel function, and breathing and circulation problems. There was co-occurrence between some problems, such as those relating to cognition, activity, and tiredness. CONCLUSIONS: Almost all patients had a health problem during the year, but few occurred in a given week. Cognitive and communication problems were more common in interview data than record data. Co-occurrence may be used to identify subtle health problems.

Computer and IT skills of Australian first-year university undergraduate students

The use of computers and information technology is becoming more widespread in chemical education and in the wider community and workforce. Universities are increasing the use of computers and information technology in their teaching and learning programs. The Australian situation, reported here, can be viewed as a microcosm, reflecting a world-wide trend.

The penetration of general IT literacy and ability amongst Australian undergraduate students is rising rapidly. This paper reports surveys of the detailed IT skills of Australian undergraduate students. To the best of our knowledge, apart from our own work, there have been no other published surveys of specific IT skills. Most students have some reasonable computer skills at the start of their university studies, but the level of skill is not uniformly high. In fact, many IT literate students lack a sufficient level of skill to use the new technologies, including full use of web-based flexible learning. There is an urgent need for IT training for university students in order to achieve successful learning outcomes using IT and to satisfy the needs of future employers.

This article, which is the second in a series (1) of investigations on the computer skills of undergraduate students at the start of university, is an expanded version of a paper presented at the World Chemistry Congress held in Brisbane (Australia) during 1-6 July 2001.

Can an online tutorial pass the test for library instruction? An evaluation and comparison of library skills instruction methods for first year students at Deakin University

An online, interactive tutorial, Smart Searcher, was introduced at Deakin University as part of the Iibrary's information skills program in late 2000. As liaison librarians responsible for library skills training we wanted to compare and evaluate this mode of instruction with our normal face-to-face delivery of library instruction. This study found that students with face-to-face instruction did, in fact, gain higher posttest mean scores than students completing the online tutorial. Also, students attending these library sessions felt more confident about their library skills than those in the online tutorial only session.

The emergence of an online learning community in first year tertiary studies in psychology

The introduction of an online supported, resource based learning environment into a large, multi-modal first year psychology unit led to the spontaneous development of a small, but active, learning community. While off campus students were more active online contributors, many other students "observed" these interactions, not actively contributing but finding the discussion postings valuable to their learning. Overall, use and perceived value of the online communication facilities were related to how confident students were that they had an appropriate study strategy, with off campus and older students reporting greater confidence in their study approach. The results highlight that the nature and function of learning communities for large, multi-modal foundation units are quite different to those typically articulated in the literature and are worth further investigation.

Perceptions of the first year experience at university

Until recently the issues of transition to university have been largely ignored in educational research. However, in recent years economic factors have meant that Governments require universities to be more publicly accountable and efficient than in the past. As a result, increased emphasis has been placed on the retention and transition of university students. Students new to tertiary study face a range of challenges in making the adjustment from school to university. They are expected to learn challenging material and to develop independent thought while adjusting to different teaching and expanded social environments (McInnis and James, with Mc Naught, 1995). In the context of first year accounting studies, the importance of the first year experience has been emphasised in the United States by the Accounting Education Change Commission (AECC) (1992). The AECC (1992, p.1) states that "the [first] course shapes [potential accounting majors'] perceptions of (1) the profession, (2) the aptitudes and skills needed for successful careers in accounting, and (3) the nature of career opportunities in accounting." Adams et al. (1994) and Cohen and Hanno (1993) provide empirical support for the importance of a positive experience in the first accounting course.

A survey of first-year university students`ability to use spreadsheets

Universities are using more information and communication technologies (ICT) in their teaching and learning environments. An anonymous multiple-choice survey self-assessed the spreadsheet skills of students enrolled in first-year units at the beginning of 2003. The results of the survey indicate significant deficiencies in the use of spreadsheets. There is a significant proportion of students who are unable to use spreadsheets as part of their education at the start of their university studies. The implications for tertiary education are discussed.

Pandora`s box : academic perceptions of student plagiarism in writing

Plagiarism is viewed by many academics as a kind of Pandora's box—the elements contained inside are too frightening to allow escape for fear of the havoc that may result. Reluctance by academic members of staff to discuss student plagiarism openly may contribute to the often untenable situations we, as teachers, face when dealing with student plagiarism issues. In this article, I examine the dilemmas English for Academic Purposes (EAP) staff face when dealing with student plagiarism in the tertiary classroom. The perceptions of all 11 teachers involved in teaching a first year EAP writing subject at South-Coast University are detailed in light of the university's policy on plagiarism. My research indicates that not only is an agreed definition of plagiarism difficult to reach by members of staff teaching the same subject, but plagiarism is a multi-layered phenomenon encompassing a spectrum of human intention. Evaluating the spectrum can lead to differences in the implementation of university plagiarism policy, the result of which embodies issues of equity. The aim of the article is to encourage policy-makers and academic staff to acknowledge the concerns about implementation of plagiarism policy. Collaborative, cross-disciplinary re-thinking of plagiarism is needed to reach workable solutions.

The tangled web internet plagiarism and international students` academic writing

This study explores the notion of plagiarism and the Internet from 11 English as Second Language (ESL) teachers and 186 first-year ESL students at South-Coast University in Melbourne, Australia. Data collection was by a questionnaire and semi-structured interviews, and coded using SPSS and N*Vivo software to ascertain trends in response. The most significant difference in response related to the concept of the Internet as copyrightable space. ESL teachers in this study regarded cyberspace as a limitless environment for ‘cut and paste’ plagiarism in students’ academic writing, whereas ESL students considered the Internet a ‘free zone’ and not governed by legal proprietary rights. These conflicting views, it is suggested, relate to differing notions of authorship and attribution: the Romantic notion protected by legal theory and sanctions versus literary theory and techno-literacy notions of authorship. This research highlights the need to reformulate plagiarism policies in light of global and technological perspectives of authorship and attribution of text.

On the fast track speeding nurses into the future: a two year Bachelor of Nursing for graduates of other disciplines

It has been suggested in nursing literature that a bachelor's degree should be the pre-requisite to professional nursing education and registration. The perceived advantages of graduates entering the nursing profession led faculty in the School of Nursing La Trobe University to introduce in 1997 an innovative two-year Bachelor of Nursing (BN) program, believed to be the first in Australia, for graduates of other disciplines. A problem-based learning (PBL) approach was selected to facilitate the teaching learning process. Data to evaluate the progress of the accelerated students were collected by examining their previous degree background, conducting a focus group discussion mid year and comparing the students' academic results with those completing the traditional three-year course. Findings indicate that students in the accelerated course were highly motivated but experienced significant stress. In part the stress emanated from the need to identify their own learning needs. However, despite their concerns most accelerated students scored at least as well both clinically and academically as traditional students. Moreover, in six of the seven final year subjects each group studied the accelerated students performed better.