An Objective Method with a Continuity Constraint for Improving Surface Velocity Estimates from the Geostationary Ocean Color Imager

Mapping surface currents with high spatiotemporal resolution over a wide coverage is crucial for understanding ocean dynamics and associated biogeochemical processes. The most widely used algorithm for estimating surface velocities from sequential satellite observations is the maximum cross-correlation (MCC) method. However, many unrealistic vectors still exist, despite the utilization of various filtering techniques. In this study, an objective method has been developed through the combination of MCC and multivariate optimum interpolation (MOI) analysis under a continuity constraint. The MCC method, with and without MOI, is applied to sequences of simulated sea surface temperature (SST) fields with a 1/48° spatial resolution over the East China Sea continental shelf. Integration of MOI into MCC reduces the average absolute differences between the model’s ‘actual’ velocity and the SST-derived velocity by 19% in relative magnitude and 22% in direction, respectively. Application of the proposed method to Geostationary Ocean Color Imager (GOCI) satellite observations produces good agreement between derived surface velocities and the Oregon State University (OSU) regional tidal model outputs. Our results demonstrate that the incorporation of MOI into MCC can provide a significant improvement in the reliability and accuracy of satellite-derived velocity fields.

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McKELVEY, S. D. Botanical exploration of the trans-Mississippi west 1790–1850. (Northwest Reprints; original edition published by The Arnold Arboretum of Harvard University, Jamaica Plain: 1955.) Oregon State University Press, Corvallis, Oregon: 1991. Pp xviii, [10], 'xiii-xl', 1144; maps. Price: none stated. ISBN: 0-87071-513-5.

Archives of Natural History ◽

10.3366/anh.1993.20.3.438a ◽

1993 ◽

Vol 20 (3) ◽

pp. 438-439

Author(s):

E. W. GROVES

Keyword(s):

Harvard University ◽

State University ◽

Arnold Arboretum ◽

Botanical Exploration ◽

Oregon State University ◽

Original Edition

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Why Age Matters to Higher Education: Age-Friendly Tools and Techniques for Culture Change

Innovation in Aging ◽

10.1093/geroni/igaa057.1804 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 551-551

Author(s):

David Burdick ◽

Karen Rose ◽

Dana Bradley

Keyword(s):

University Presidents ◽

Steering Committee ◽

State University ◽

Community Members ◽

University Leadership ◽

Drexel University ◽

College Of Nursing ◽

Tools And Techniques ◽

The University ◽

Oregon State University

Abstract Momentum is growing for the Age-Friendly University Network as proponents, primarily gerontology educators, have successfully encouraged university presidents to sign nonbinding pledged to become more age-friendly in programs and policies, endorsing 10 Age-Friendly University Principles. While this trend is inspiring, more is needed to fully achieve benefits for universities, students, communities, and older adults. Four presentations discuss innovative ways of deepening university commitment, weaving the principles into the fabric of the university. The first paper describes thematic content analysis from five focus groups with admissions and career services staff at Washington University in St. Louis and the recommendations that emerged for the provision of programs and services for post-traditional students. The second paper describes efforts to utilize community-impact internships and community partnerships to build support for Age-Friendly University initiatives at Central Connecticut State University, particularly in the context of the university’s recent Carnegie Foundation Engaged Campus designation. The third paper describes how Drexel University became Philadelphia’s first Age-Friendly University and current efforts in the Drexel College of Nursing and Heatlh Care Profession’s AgeWell Collaboratory to convene university-wide leadership for an AFU Steering Committee working on four mission-driven efforts to ensure AFU sustainability. The fourth paper describes steps taken by AFU proponents at Western Oregon State University to gain endorsement from university leadership and community, including mapping the 10 AFU Principles to the university’s strategic plan, faculty senate endorsement, and survey/interview results of older community members’ use of the university, which collectively have enhanced deeper and broader campus buy-in of AFU.

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