Integrated net primary production during POLARSTERN cruise ARK-XXVII/3 (IceArc) in 2012

Depth-integrated in situ rates were calculated for each environment as a function of the available photosynthetically active radiation (PAR). Irradiance profiles were calculated for each environment (sea ice, melt pond, water under the ice and open water) from the daily average incoming solar shortwave irradiance measured by a pyranometer (Kipp & Zonen, Delft, Netherland) mounted on the ship. We used light attenuation coefficients of 10 m**-1 for snow, 1.5 m**-1 for sea ice (Perovich, 1996) and 0.1 m**-1 for Atlantic-influenced Arctic seawater, based on literature values and observations during the cruise. Planar irradiance was transformed to scalar irradiance according to Ehn and Mundy (2013) and Katlein et al., (2014). Water column production was integrated over the euphotic zone (1% of incoming irradiance) and sea ice production over the ice core thickness. Melt pond coverage and sea ice concentration were taken into account when calculating the total primary production per area.

Integrated values of heterotrophic picoplankton and primary production (euphotic zone) in the Antarctic polar frontal region during POLARSTERN cruises ANT-XIII/2 and ANT-XVI/3

We assessed relationships between phytoplankton standing stock, measured as chlorophyll a (Chl a), primary production (PP), and heterotrophic picoplankton production (HPP), in the epipelagic zone (0-100 m) as well as in the mesopelagic zone (100-1,000 m) in the polar frontal zone of the Atlantic sector of the Southern Ocean in austral summer (late December to January) and fall (March to early May). Integrated epipelagic HPP was positively correlated to integrated PP in summer (data for fall are not available) but not to integrated Chl a. However, integrated mesopelagic HPP was positively correlated to Chl a in summer as well as fall. The mesopelagic fraction of HPP as a percentage of total HPP was also positively correlated to Chl a, whereas the epipelagic fraction of HPP was negatively correlated to it. These results indicate that with increasing phytoplankton standing stock, constituted mainly of highly silicified diatoms, the focus of its consumption by heterotrophic picoplankton shifts from epipelagic to mesopelagic waters. With a growth efficiency of 30%, our HPP data indicate that in both the epipelagic and mesopelagic zone heterotrophic picoplankton consume 20% of PP. Mesopelagic heterotrophic picoplankton consumed around 80% of the sinking flux, measured from depletion of 234Th, which is a lower fraction than that reported from the central and subarctic Pacific. Our analysis indicates that it is important to include mesopelagic HPP in comprehensive assessments of the microbial consumption of PP, phytoplankton biomass, and particulate organic matter in cold oceanic systems with high rates of export production.

Integrated learning of computer applications for production engineering

A high productivity rate in Engineering is related to an efficient management of the flow of the large quantities of information and associated decision making activities that are consubstantial to the Engineering processes both in design and production contexts. Dealing with such problems from an integrated point of view and mimicking real scenarios is not given much attention in Engineering degrees. In the context of Engineering Education, there are a number of courses designed for developing specific competencies, as required by the academic curricula, but not that many in which integration competencies are the main target. In this paper, a course devoted to that aim is discussed. The course is taught in a Marine Engineering degree but the philosophy could be used in any Engineering field. All the lessons are given in a computer room in which every student can use each all the treated software applications. The first part of the course is dedicated to Project Management: the students acquire skills in defining, using Ms-PROJECT, the work breakdown structure (WBS), and the organization breakdown structure (OBS) in Engineering projects, through a series of examples of increasing complexity, ending up with the case of vessel construction. The second part of the course is dedicated to the use of a database manager, Ms-ACCESS, for managing production related information. A series of increasing complexity examples is treated ending up with the management of the pipe database of a real vessel. This database consists of a few thousand of pipes, for which a production timing frame is defined, which connects this part of the course with the first one. Finally, the third part of the course is devoted to the work with FORAN, an Engineering Production package of widespread use in the shipbuilding industry. With this package, the frames and plates where all the outfitting will be carried out are defined through cooperative work by the studens, working simultaneously in the same 3D model. In the paper, specific details about the learning process are given. Surveys have been posed to the students in order to get feed-back from their experience as well as to assess their satisfaction with the learning process. Results from these surveys are discussed in the paper