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No. 1First Issue

Published July 3, 2025

Issue description

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Artigos

  1. Traverse Route from Pituffik

    We examine the feasibility of an overland motorised traverse from Pituffik to Greenland’s oldest ice outcrop in Warming Land, North Greenland. We assess a 778 km overland traverse that departs Pituffik via the Nunatarssuaq Take-Off Ramp, which is an alternative to the more frequently used, but more heavily crevassed, Thule Take-Off Ramp. The traverse route includes brief sea ice and primitive road conditions, each c. 4% of the route length, and a lengthy ice sheet segment (c. 92% of the route length). This study outlines challenges for each of these traverse segments, including primitive road conditions and snow cover, seasonality of extreme cold conditions (air temperatures below –30°C), seasonality of surface melting and softening (air temperatures above 0°C), sea-ice thickness and potential ridging hazards, and ice dynamics and potential crevasse hazards. Ongoing work is required for annual vetting of the traverse route to ensure operational safety. The optimal operational window for such a traverse is departing Pituffik in mid-April and returning in mid-May. In comparison to aircraft-supported ice-sheet fieldwork, scientific traverses offer the opportunity for more intensive ground-based science, while significantly reducing carbon emissions. Based on previously reported traverse fuel consumptions, a ground traverse from Pituffik to Warming Land would use 90% less fuel than aircraft supported fieldwork. This assessment underscores the potential for sustainable ground-based access to Greenland’s oldest ice outcrop and other science sites within the region.

  2. A path analysis of educator perceptions of open educational resources using the technology acceptance model

    Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of self-efficacy and outcome judgment from social cognitive learning theory serve as theoretical constructs to measure educator perceptions of OER. This study uses a path analysis, based on the technology acceptance model, to understand adoption of these resources by this audience with a particular emphasis on self-efficacy. Among the participants, three main groups were identified: K-12 educators, higher education professionals, and those involved in workplace training. A discriminant function analysis found that K-12 educators stood out as finding OER relevant to improving their practice. Recommendations are made in regards to an emphasis on easy to use designs to improve application self-efficacy of OER and instructional messaging for future K-12 educators.