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The international research project RECONCILE has addressed central questions regarding polar ozone depletion, with the objective to quantify some of the most relevant yet still uncertain physical and chemical processes and thereby improve prognostic modelling capabilities to realistically predict the response of the ozone layer to climate change. This overview paper outlines the scope and the general approach of RECONCILE, and it provides a summary of observations and modelling in 2010 and 2011 that have generated an in many respects unprecedented dataset to study processes in the Arctic winter stratosphere. Principally, it summarises important outcomes of RECONCILE including (i) better constraints and enhanced consistency on the set of parameters governing catalytic ozone destruction cycles, (ii) a better understanding of the role of cold binary aerosols in heterogeneous chlorine activation, (iii) an improved scheme of polar stratospheric cloud (PSC) processes that includes heterogeneous nucleation of nitric acid trihydrate (NAT) and ice on non-volatile background aerosol leading to better model parameterisations with respect to denitrification, and (iv) long transient simulations with a chemistry-climate model (CCM) updated based on the results of RECONCILE that better reproduce past ozone trends in Antarctica and are deemed to produce more reliable predictions of future ozone trends. The process studies and the global simulations conducted in RECONCILE show that in the Arctic, ozone depletion uncertainties in the chemical and microphysical processes are now clearly smaller than the sensitivity to dynamic variability.
As demonstrated by the Overlapping Waves Model (Siegler, 1996), children’s strategy use in arithmetic tasks is variable, adaptive, and changes gradually with age and experience. In this study, first grade elementary school children (n = 73), who scored high, middle, or low in a standardized scholastic mathematic achievement test, were confronted with different arithmetic tasks (simple addition, e.g., 3 + 2, simple subtraction, e.g., 7 – 2, and more advanced addition, e.g., 7 + 9) to evoke different calculation strategies. Video analysis and children’s self-report were used to identify individual strategy behavior. In accordance with the Overlapping Waves Model, children in all achievement groups showed variable and multiple strategy usage and adapted their behavior to the tasks of the different categories. We demonstrated that not only low achievers differed from normal achievers but also that high achievers exhibited a unique pattern of strategy behavior in early mathematics.