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Dear Referee, We Would Like to Thank You for the Time and Effort Put Into Reviewing the Manuscript
Authors response to Referee #2 Dear referee, we would like to thank you for the time and effort put into reviewing the manuscript. This response carefully addresses all the comments (our response is marked with an R: and written in italics). We further attach a change tracked version of the manuscript from which the changes proposed can be seen, see below this response. Best regards Heidi Kreibich on behalf of all co‐authors Referee #2 The paper presents the flood damage database HOWAS21, and its use to support both forensic flood investigation and flood damage models. The topic is significant and has a great scientific interest. Nevertheless, I think that the paper should be organized in a more strict way, reducing the long descriptions, avoiding randomized examples and clearly dividing different features discussed using bullet points. R: Thank you for the generally positive feedback and for the helpful suggestions for improvement. We have improved the structure, included some sub‐headings and reduced unnecessary repetitions, so that we hope that the text is now organized in a clearer way. The parts of the paper describing the db are not very clear and the link with floods that caused damage is missing. Moreover, I suggest to describe the procedure more clearly because it is not clear how other researchers could easily implement the same kind of analysis. R: We improved the description of the database, the recent enhancement to an international database as well as of the methods section to clarify how the analyses can be implemented. At the beginning of the section “4.1 General descriptive statistic” we added some information about flood events. -
By Sina Muster Et Al
Reply to Reviewer #1 Interactive comments on “PeRL: A Circum-Arctic Permafrost Region Pond and Lake Database” by Sina Muster et al. We sincerely thank the reviewer for his/her positive and constructive comments on our manuscript. Our responses to the reviewer’s comments are highlighted in bold. Changes done in the manuscript are marked in italic. Page and line numbers refer to the marked-up manuscript version which is attached to this review as well as the new supplement. Anonymous Referee #1 Received and published: 10 February 2017 This manuscript describes a database (PeRL) that maps ponds and lakes for the Circum-Arctic Permafrost region. The authors provide detailed information on the generation of the database, how images were processed and classified. Additionally, they discuss classification accuracy and uncertainty as well as the potential use of the database. This database is a very valuable contribution to the scientific community as well as potential stakeholders from outside science. As the authors describe, classifying the area of waterbodies in the Arctic is crucial, as it impacts permafrost degradation and carbon fluxes of permafrost lowlands. The introduction is very well written and delivers the right message on why this database is useful. The second chapter defines ponds and lakes, which I thought was really useful, since I usually don’t think about lakes and ponds, and chapter three explained the study areas. Up to this point I could easily follow the manuscript and I don’t have any major comments. Chapter four deals with the generation of the PeRL database and because image processing or classification are not my expertise I cannot comment much on the correctness of the methods. -
Climate Change in the North
Climate Change in the North 2018 Manitoba Envirothon Study Guide The Arctic is still a cold place, but it is warming faster than any other region on Earth. Over the past => years, the Arctic’s temperature has risen by more than twice the global average. Increasing concentrations of greenhouse gases in the atmosphere are the primary underlying cause: the heat trapped by greenhouse gases triggers a cascade of feedbacks that collectively amplify Arctic warming. 4 Snow, Water, Ice and Permafrost in the Arctic (SWIPA) 2017 and future consequences of Arctic climate change and its effects on Arctic snow, water, ice and permafrost conditions. Cryospheric change and variability are fundamentally linked to climate change and climate variability. Global climate models use mathematical formulations of atmospheric behavior to simulate climate. Tese models reproduce historical climate variations with considerable success, and so are used to simulate future climate under various scenarios of greenhouse gas emissions. Tese simulations of possible future conditions are driven by different atmospheric greenhouse gas concentration trajectories (known as Representative Concentration Pathways or RCPs), which provide a means to examine how future climate could be affected by differences in climate policy scenarios and greenhouse gas emissions. Tese scenarios of future atmospheric greenhouse gas concentrations used to drive global climate models have been employed to estimate future trajectories in Arctic temperature and their impacts on major components of the Arctic cryosphere (snow, permafrost, sea ice, land-based ice), establishing pan-Arctic projections. SWIPA 2017 has relied on the global scenarios and climate projections of the Fifth IPCC Assessment Report (IPCC, 2013, 2014a,b) as the ‘climate Figure 1.1 Te Arctic, as defined by AMAP and as used in this assessment. -
MODERN PROCESSES and PLEISTOCENE LEGACIES by Louise M. Farquharson, Msc. a Dissertation Submitted In
ARCTIC LANDSCAPE DYNAMICS: MODERN PROCESSES AND PLEISTOCENE LEGACIES By Louise M. Farquharson, MSc. A Dissertation Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Geology University of Alaska Fairbanks December 2017 APPROVED: Daniel Mann, Committee Chair Vladimir Romanovsky, Committee Co-Chair Guido Grosse, Committee Member Benjamin M. Jones, Committee Member David Swanson, Committee Member Paul McCarthy, Chair Department of Geoscience Paul Layer, Dean College of Natural Science and Mathematics Michael Castellini, Dean of the Graduate School Abstract The Arctic Cryosphere (AC) is sensitive to rapid climate changes. The response of glaciers, sea ice, and permafrost-influenced landscapes to warming is complicated by polar amplification of global climate change which is caused by the presence of thresholds in the physics of energy exchange occurring around the freezing point of water. To better understand how the AC has and will respond to warming climate, we need to understand landscape processes that are operating and interacting across a wide range of spatial and temporal scales. This dissertation presents three studies from Arctic Alaska that use a combination of field surveys, sedimentology, geochronology and remote sensing to explore various AC responses to climate change in the distant and recent past. The following questions are addressed in this dissertation: 1) How does the AC respond to large scale fluctuations in climate on Pleistocene glacial-interglacial time scales? 2) How do legacy effects relating to Pleistocene landscape dynamics inform us about the vulnerability of modern land systems to current climate warming? and 3) How are coastal systems influenced by permafrost and buffered from wave energy by seasonal sea ice currently responding to ongoing climate change? Chapter 2 uses sedimentology and geochronology to document the extent and timing of ice-sheet glaciation in the Arctic Basin during the penultimate interglacial period. -
Canadian-Geography-And-Mapping
Canadian Geography and Mapping Skills Encouraging Topic Interest Keep a class collection of maps showing population, climate, topography, etc., to help students develop an understanding and appreciation of different types of maps. The Government of Canada website (http://gc.ca/aboutcanada-ausujetcanada/maps-cartes/maps-cartes-eng.html) and tourism bureaus are great sources of free maps. Encourage students to add to the class collection by bringing in a variety of maps for roads, tourist attractions, neighbourhoods, parks, amusement parks, floor plans, etc. Also have atlases and other resources handy for further study. Vocabulary List Record new and theme-related vocabulary on chart paper for students’ reference during activities. Classify the word list into categories such as nouns, verbs, adjectives, or physical features. Blackline Masters and Graphic Organizers Use the blackline masters and graphic organizers to present information, reinforce important concepts, and to extend opportunities for learning. The graphic organizers will help students focus on important ideas, or make direct comparisons. Outline Maps Use the maps found in this teacher resource to teach the names and locations of physical regions, provinces, territories, cities, physical features, and other points of interest. Encourage students to use the maps from this book and their own information reports to create an atlas of Canada. Learning Logs Keeping a learning log is an effective way for students to organize thoughts and ideas about concepts presented. Student learning logs also provide insight on what follow-up activities are needed to review and to clarify concepts learned. Learning logs can include the following types of entries: • Teacher prompts • Connections discovered • Students’ personal reflections • Labelled diagrams and pictures • Questions that arise • Definitions for new vocabulary Rubrics and Checklists Use the rubrics and checklists in this book to assess students’ learning. -
Reply to Reviewer 2 Interactive Comments on “Perl: a Circum-Arctic Permafrost Region Pond and Lake Database” by Sina Muster Et Al
Reply to Reviewer 2 Interactive comments on “PeRL: A Circum-Arctic Permafrost Region Pond and Lake Database” by Sina Muster et al. We sincerely thank the reviewer for his/her positive and constructive comments on our manuscript. Our responses to the reviewer’s comments are highlighted in bold. Changes done in the manuscript are marked in italic. Page and line numbers refer to the marked-up manuscript version which is attached to this review as well as the new supplement. Anonymous Referee #2 Received and published: 20 February 2017 PeRL: A Circum-Arctic Permafrost Region Pond and Lake Database, Muster et al. The manuscript presents a new Permafrost Region pond and Lake (PeRL) database, a circum-Arctic effort to map ponds and lakes from high-resolution aerial and satellite imagery. The database includes 69 water body maps that are linked to regional permafrost maps, and describes water body classification and accuracy, and presents statistics of water body distribution for each site. The water body maps are also used together with permafrost maps to extrapolate water body statistics. The database is a very valuable contribution as it complement previous approaches, but there are some minor concerns that needs to be addressed. For example, there is much technical detail, but I am missing a discussion on some of the methods and materials described. The concerns are brought up in the order they appear in the manuscript. Discussion paper [Page 1, Lines 37-39] There are also study areas in the sporadic permafrost zone. Changed to “from tundra to boreal regions and located in continuous, discontinuous, and sporadic permafrost zones.” [Page 3, Lines 33-35] The selection process for the water body maps used in the database is not clear. -
Overview of Environmental and Hydrogeologic Conditions at Barrow, Alaska
Overview of Environmental and Hydrogeologic Conditions at Barrow, Alaska By Kathleen A. McCarthy U.S. GEOLOGICAL SURVEY Open-File Report 94-322 Prepared in cooperation with the FEDERAL AVIATION ADMINISTRATION Anchorage, Alaska 1994 U.S. DEPARTMENT OF THE INTERIOR BRUCE BABBITT, Secretary U.S. GEOLOGICAL SURVEY Gordon P. Eaton, Director For additional information write to: Copies of this report may be purchased from: District Chief U.S. Geological Survey U.S. Geological Survey Earth Science Information Center 4230 University Drive, Suite 201 Open-File Reports Section Anchorage, AK 99508-4664 Box25286, MS 517 Federal Center Denver, CO 80225-0425 CONTENTS Abstract ................................................................. 1 Introduction............................................................... 1 Physical setting ............................................................ 2 Climate .............................................................. 2 Surficial geology....................................................... 4 Soils................................................................. 5 Vegetation and wildlife.................................................. 6 Environmental susceptibility.............................................. 7 Hydrology ................................................................ 8 Annual hydrologic cycle ................................................. 9 Winter........................................................... 9 Snowmelt period................................................... 9 Summer......................................................... -
Modeling the Location of the Forest Line in Northeast European Russia with Remotely Sensed Vegetation and GIS-Based Climate and Terrain Data
Arctic, Antarctic, and Alpine Research, Vol. 36, No. 3, 2004, pp. 314–322 Modeling the Location of the Forest Line in Northeast European Russia with Remotely Sensed Vegetation and GIS-Based Climate and Terrain Data Tarmo Virtanen,*$ Abstract Kari Mikkola,* GIS-based data sets were used to analyze the structure of the forest line at the landscape Ari Nikula,* level in the lowlands of the Usa River Basin, in northeast European Russia. Vegetation zones in the area range from taiga in the south to forest-tundra and tundra in the north. We Jens H. Christensen, constructed logistic regression models to predict forest location at spatial scales varying Galina G. Mazhitova,à from 1 3 1kmto253 25 km grid cells. Forest location was explained by July mean Naum G. Oberman,§ and temperature, ground temperature (permafrost), yearly minimum temperature, and a Topographic Wetness Index (soil moisture conditions). According to the models, the Peter Kuhry# forest line follows the þ13.98C mean July temperature isoline, whereas in other parts of *Finnish Forest Research Institute, the Arctic it usually is located between þ10 to þ128C. It is hypothesized that the Rovaniemi Research Station, Box 16, FIN- anomalously high temperature isoline for the forest line in Northeast European Russia is 96301 Rovaniemi, Finland. due to the inability of local ecotypes of spruce to grow on permafrost terrain. Observed Danish Meteorological Institute, DK-2100 Copenhagen, Denmark. patterns depend on spatial scale, as the relative significance of the explanatory variables àSoil Science Department, Institute of varies between models implemented at different scales. Developed models indicate that Biology, Komi Science Center, Russian with climate warming of 38C by the end of the 21st century temperature would not limit Academy of Sciences, forest advance anywhere in our study area. -
28 PHYSIOGRAPHY and RELATED SCIENCES Arctic Lowlands And
28 PHYSIOGRAPHY AND RELATED SCIENCES Arctic Lowlands and Plateaux, geological conditions are favourable for commercial petro leum accumulation but serious exploration, guided by known regional geology has only recently begun in this vast area. Lead and zinc deposits in dolomitic, reefoid limestones might be expected on geological grounds. Regions in which reefoid dolomites lie near boundaries of calcareous rocks where they change to dark shales of the same age might be most favourable, according to some genetic hypotheses. Massive, pyritic base-metal sulphide deposits would probably be most likely to lie within volcanics in the northern, eugeosynclinal belt of the Franklinian geosyncline. Arctic Lowlands and Plateaux.—These geological and physiographic divisions lie in large basins separated by arches and belts of exposed Precambrian crystalline rocks. Gently inclined or flat sediments underlying the basins tend to be thin sandstones and limestones near the basal contact with metamorphosed Precambrian rocks but limestones and dolomites of Middle Ordovician to Early Devonian age are the principal rock types and at some localities are estimated to be up to 18,000 feet thick. Shales, sandstones and restricted areas of conglomerates of Middle Devonian to Late Devonian age are nor mally the youngest rocks preserved. Reefoid, vuggy dolomites of Middle Ordovician to Middle Silurian age commonly contain bituminous residues in surface exposures, structural and stratigraphic traps are probably present, and thick sections of potential source beds of petroleum and gas are known. Active oil seepages have not been reported. Petroleum exploration, aided by prior geological knowledge and published maps, began during the mid-1950s. Beds of gypsum admixed with some shale up to 970 feet thick are exposed in many localities in Middle Ordovician beds. -
DOCUMENT BESUBE SP 007 215 World Geography. a Guide for Teachers. Missouri State Dept. Ot Education, Jetterson City. EDRS Price
DOCUMENT BESUBE ED 051 161 SP 007 215 TITLE World Geography. A Guide for Teachers. INSTITUTION Missouri State Dept. ot Education, Jetterson City. PUB DATE 68 NOTE 263p. EARS PRICE EDRS Price hF-$0.65 HC-$9.87 DESCRIPTORS *Curriculum Guides, *Geography, *Grade 10, *World Geography ABSTRACT Grades or ages: Grade 1U. SUBJECT MATTER: World geography, ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into 16 units covering various aspects of geography. Each unit is in list form. The guide is offset printed and edition bound with a paper cover. OBJECTIVES AND ACTIVITIES: Each unit begins with a list of about five concepts to be taught. Suggested activities are then listed under each concept. Activities consist mainly of analysis of maps and discussion. Suggested times are indicated for each unit. INSTRUCTIONAL MATERIALS: A list of different types of maps and other materials needed for the course is included in an introductory section. In addition, each unit contains a list of references for teachers and students. The guide itself is illustrated with numerous charts and maps. STUDENT ASSESSMENT: No mention. (RT) WORLD GEOGRAPHY U S DEPARTMENT OFHEALTH. EDUCATION & WELFARE A Guide For Teachers OFFICE OF EDUCATION THiL', DOCUMENT HASBEEN REPRO DUCE!) EXACTLY AS R£CEVEDFROM THE PERSON CR ORGANIZATION ORIG ,`EATING IT POINTS Of VIEWOR ODIN IONS STATED DO NOTNECESSARIL REpRcsENT OFFICIAL OFFICLOF EDU CATION POSITION OR POLICY HUBERT WHEELER Commissioner o, Education TABLE OF CONTENTS STATE BOARD OF EDUCATION iii ADMINISTRATIVE ORGANIZATION FOR DEVELOPIN THE WORLD GEOGRAPHY GUIDE iv FOREWORD ACKNOWLEDGMENTS vi POINT OF VIEW 1 The "Why" of Geography at Secondary Level Structure of Geography 4 Objectives 16 Organizatio,, 18 Approach 18 Facilities and Equipment 20 Suggested Preparation of Teachers 22 INF;v1IUCTIONAL PROGRAM 24 UNIT I DISTRIBUTION AND CHARACTERISTICS OF WORLD POPULATION 25 UNIn' II THE EARTH'S RESOURCES IN RELATION TO WORLD POPULATION 43 UNIT IIIECONOMIC ACTIVITIES IN RELATION TO WORLD POPULATION . -
Social Studies 8 Guide
Social Studies 8 Guide 2006 Website References Website references contained within this document are provided solely as a convenience and do not constitute an endorsement by the Department of Education of the content, policies, or products of the referenced website. The department does not control the referenced websites and subsequent links, and is not responsible for the accuracy, legality, or content of those websites. Referenced website content may change without notice. Regional Education Centres and educators are required under the Department’s Public School Programs Network Access and Use Policy to preview and evaluate sites before recommending them for student use. If an outdated or inappropriate site is found, please report it to <[email protected]>. Social Studies 8 © Crown copyright, Province of Nova Scotia, 2006, 2019 Prepared by the Department of Education and Early Childhood Development This is the most recent version of the current curriculum materials as used by teachers in Nova Scotia. The contents of this publication may be reproduced in part provided the intended use is for non- commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education. Atlantic Canada Social Studies Curriculum Education English Program Services M U L Social Studies 8 U Implementation Draft August 2006 C I R R U C Atlantic Canada Social Studies Curriculum: Social Studies 8 Implementation Draft August 2006 Website References Website references contained within this document are provided solely as a convenience and do not constitute an endorsement by the Department of Education of the content, policies, or products of the referenced website. The department does not control the referenced websites and is not responsible for the accuracy, legality, or content of the referenced websites or for that of subsequent links. -
A Circum-Arctic Permafrost Region Pond and Lake Database
Earth Syst. Sci. Data, 9, 317–348, 2017 https://doi.org/10.5194/essd-9-317-2017 © Author(s) 2017. This work is distributed under the Creative Commons Attribution 3.0 License. PeRL: a circum-Arctic Permafrost Region Pond and Lake database Sina Muster1, Kurt Roth2, Moritz Langer3, Stephan Lange1, Fabio Cresto Aleina4, Annett Bartsch5, Anne Morgenstern1, Guido Grosse1, Benjamin Jones6, A. Britta K. Sannel7, Ylva Sjöberg7, Frank Günther1, Christian Andresen8, Alexandra Veremeeva9, Prajna R. Lindgren10, Frédéric Bouchard11,13, Mark J. Lara12, Daniel Fortier13, Simon Charbonneau13, Tarmo A. Virtanen14, Gustaf Hugelius7, Juri Palmtag7, Matthias B. Siewert7, William J. Riley15, Charles D. Koven15, and Julia Boike1 1Alfred Wegener Institute Helmholtz Centre for Polar and Marine Research, Telegrafenberg A43, 14473 Potsdam, Germany 2Institute for Environmental Physics, Heidelberg University, Heidelberg, Germany 3Humboldt University, Berlin, Germany 4Max Planck Institute for Meteorology, Hamburg, Germany 5Zentralanstalt für Meteorologie and Geodynamik, Vienna, Austria 6U.S. Geological Survey – Alaska Science Center, Anchorage, AK 99508, USA 7Stockholm University, Department of Physical Geography and the Bolin Centre for Climate Research, 10691 Stockholm, Sweden 8Los Alamos National Laboratory, Los Alamos, NM, USA 9Institute of Physicochemical and Biological Problems in Soil Science, Russian Academy of Sciences, Pushchino, Russia 10Geophysical Institute, University of Alaska Fairbanks, Fairbanks, AK, USA 11Institut national de la recherche scientifique