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Creators/Authors contains: "Cassidy, M."

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  1. ; ; ; ; ; ; ; ; ; ; et al ( , Nature Communications)
    Abstract As demonstrated at Anak Krakatau on December 22 nd , 2018, tsunamis generated by volcanic flank collapse are incompletely understood and can be devastating. Here, we present the first high-resolution characterisation of both subaerial and submarine components of the collapse. Combined Synthetic Aperture Radar data and aerial photographs reveal an extensive subaerial failure that bounds pre-event deformation and volcanic products. To the southwest of the volcano, bathymetric and seismic reflection data reveal a blocky landslide deposit (0.214 ± 0.036 km 3 ) emplaced over 1.5 km into the adjacent basin. Our findings are consistent with en-masse lateral collapse with a volume ≥0.175 km 3more », resolving several ambiguities in previous reconstructions. Post-collapse eruptions produced an additional ~0.3 km 3 of tephra, burying the scar and landslide deposit. The event provides a model for lateral collapse scenarios at other arc-volcanic islands showing that rapid island growth can lead to large-scale failure and that even faster rebuilding can obscure pre-existing collapse.« less
    Free, publicly-accessible full text available December 1, 2022
  2. ; ; ; ; ; ; ; ; ; ; et al ( , Marine Geology)
    Free, publicly-accessible full text available October 1, 2022
  3. ; ; ; ; ; ( , Journal of Physical Oceanography)
    Abstract Numerous climate models display large-amplitude, long-period variability associated with quasiperiodic convection in the Southern Ocean, but the mechanisms responsible for producing such oscillatory convection are poorly understood. In this paper we identify three feedbacks that help generate such oscillations within an Earth system model with a particularly regular oscillation. The first feedback involves increased (decreased) upward mixing of warm interior water to the surface, resulting in more (less) evaporation and loss of heat to the atmosphere which produces more (less) mixing. This positive feedback helps explain why temperature anomalies are not damped out by surface forcing. A second keymore »mechanism involves convective (nonconvective) events in the Weddell Sea causing a relaxation (intensification) of westerly winds, which at some later time results in a pattern of currents that reduces (increases) the advection of freshwater out of the Weddell Sea. This allows for the surface to become lighter (denser) which in turn can dampen (trigger) convection—so that the overall feedback is a negative one with a delay—helping to produce a multidecadal oscillation time scale. The decrease (increase) in winds associated with convective (nonconvective) states also results in a decrease (increase) in the upward mixing of salt in the Eastern Weddell Sea, creating a negative (positive) salinity anomaly that propagates into the Western Weddell Sea and dampens (triggers) convection—again producing a negative feedback with a delay. A principal oscillatory pattern analysis yields a reasonable prediction for the period of oscillation. Strengths of the feedbacks are sensitive to parameterization of mesoscale eddies.« less
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  4. ; ; ; ; ; ; ; ; ; ; et al ( , The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020)
    Gresalfi, M. ; Horn, I. S. (Ed.)
    There is broad belief that preparing all students in preK-12 for a future in STEM involves integrating computing and computational thinking (CT) tools and practices. Through creating and examining rich “STEM+CT” learning environments that integrate STEM and CT, researchers are defining what CT means in STEM disciplinary settings. This interactive session brings together a diverse spectrum of leading STEM researchers to share how they operationalize CT, what integrated CT and STEM learning looks like in their curriculum, and how this learning is measured. It will serve as a rich opportunity for discussion to help advance the state of the fieldmore »of STEM and CT integration.« less
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  5. ; ; ; ; ; ; ; ; ; ; et al ( , The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020)
    Gresalfi, M. ; Horn, I. S. (Ed.)
    There is broad belief that preparing all students in preK-12 for a future in STEM involves integrating computing and computational thinking (CT) tools and practices. Through creating and examining rich “STEM+CT” learning environments that integrate STEM and CT, researchers are defining what CT means in STEM disciplinary settings. This interactive session brings together a diverse spectrum of leading STEM researchers to share how they operationalize CT, what integrated CT and STEM learning looks like in their curriculum, and how this learning is measured. It will serve as a rich opportunity for discussion to help advance the state of the fieldmore »of STEM and CT integration.« less
    Full Text Available 
  6. ; ; ; ; ( , Physical Review B)
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  7. ; ; ; ( , Physical Review B)
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