University of Lapland

About: University of Lapland is a education organization based out in Rovaniemi, Finland. It is known for research contribution in the topics: Arctic & Context (language use). The organization has 665 authors who have published 1870 publications receiving 39129 citations. The organization is also known as: University of Rovaniemi & Lapin yliopisto.

On the pressure dependence of the rate factor in Glen's flow law

Abstract: where A0 is the pre-exponential constant, Q is the activation energy, V is the activation volume and R =8.314 Jmol K is the universal gas constant. It has often been stated (e.g. Rigsby, 1958; Paterson, 1994; Hooke, 2005; Greve and Blatter, 2009; Cuffey and Paterson, 2010) that the pressure dependence in Eqn (3) can be properly accounted for by dropping the activation volume V , while replacing the absolute temperature T by the temperature relative to pressure melting T 0, T 0 1⁄4 T Tm þ T0: ð4Þ

Potential for bias in 21st century semiempirical sea level projections

Abstract: We examine the limitations of a semiempirical model characterized by a sea level projection of 73 cm with RCP4.5 scenario by 2100. Calibrating the model with data to 1990 and then simulating the period 1993–2009 produces sea level in close agreement with acceleration in sea level rise observed by satellite altimetry. Nonradiative forcing contributors, such as long-term adjustment of Greenland and Antarctica ice sheets since Last Glacial Maximum, abyssal ocean warming, and terrestrial water storage, may bias model calibration which, if corrected for, tend to reduce median sea level projections at 2100 by 2–10 cm, though this is within the confidence interval. We apply the semiempirical approach to simulate individual contributions from thermal expansion and small glacier melting. Steric sea level projections agree within 3 cm of output from process-based climate models. In contrast, semiempirical simulation of melting from glaciers is 26 cm, which is twice large as estimates from some process-based models; however, all process models lack simulation of calving, which likely accounts for 50% of small glacier mass loss worldwide. Furthermore, we suggest that changes in surface mass balance and dynamics of Greenland ice sheet made contributions to the sea level rise in the early 20th century and therefore are included within the semiempirical model calibration period and hence are included in semiempirical sea level projections by 2100. Antarctic response is probably absent from semiempirical models, which will lead to a underestimate in sea level rise if, as is probable, Antarctica loses mass by 2100.

Today is the future of yesterday; what is the future of today?

Abstract: In the educational context, understanding the future is important for two reasons. First, we are educating people for future tasks, which need skills that are useful in the future. Secondly, educators have to be able to select the most promising tools and technologies to apply in their work. The problem is that there is no clear way to weigh the importance of the alternatives - what the real importance of a certain technology will be in the near future and especially in the long term. In our paper, we focus on analyzing selected technologies. Our approach applies the framework developed by the authors. The promising technologies are reviewed by a systematic literature study, focusing on and restricted to the information and communication technology (ICT) sector. The findings are classified according to their importance and the time span of their effectiveness. The question we answer is “What should every educator know about changes in technology?”