ࡱ> vxstu @ ,dbjbj k.\FFFFppp8 qdnrl  suuuutxZxx       $"R %~> ~0x4x@~~> FFuuS ~~~~F8uu ~~ ~~ r~us IpZ bDi 0 p %\%FFFFb%dxz0~{|xxx> > JnPd V(nPKey conceptsRange and contentKey questions and ideasTeaching and learning activitiesResourcesPlace understanding the physical characteristics of real places. Space knowing where places are located and how and why they are changing. Scale appreciating different scales and making links between them. Physical processes explaining how physical processes shape places and landscapes. Variety of scales, both spatial and temporal. The location of places and environments. Different parts of the world in their wider settings and contexts. Physical geography, physical processes and natural landscapes. Pupils should learn: How ice is spread across the world, how this has changed over time and the different types of glacier that exist today. Learning outcomes: Identify how ice cover is distributed across the world and become spatially aware of (i) which regions have the most ice and which have the least, (ii) the different sizes of glacier that exist. Learn about how ice is made and moves forwards; and learn under what conditions a glacier will advance or retreat. Appreciate that the physical world is highly dynamic and that physical processes are often changing (sometimes over very long time-scales). STARTER: Where is all the ice? Students watch the introductory PowerPoint Where is the ice? to explore ice cover and learn facts. Classroom atlases can also be used. What does the ice sound like? The sound of moving ice can be played while the PowerPoint is shown. MAIN ACTIVITY: Types of glaciers The main activity is structured around three key questions or facts, with a range of downloadable resources available to support teaching. 1. What kinds of glaciers are there and how do they change over time? Students use the Types of glaciers Word document. 2. How do glaciers change size over time? Students consult the online interactive activity. 3. What is an Ice Age, what causes it and how was the UK affected by the last Ice Age? A call my bluff style activity is used to study the causes of Ice Ages. Students draw the maximum extent of the Pleistocene ice sheet in the UK on a map (using Ice Ages Word document). See teacher notes for further details. PLENARY: Ice Age history Students are told that the UK and France were joined together 18,000 years ago and consider what has happened since then to separate the countries. Interactive: How glaciers work Downloads: Where is the ice? (PPT) Types of glaciers (Word) Ice Ages (Word) Links: The sounds of cold environments are heard at:  HYPERLINK "http://www.antarctica2000.net/sounds/other.html" www.antarctica2000.net/sounds/other.html Online information about the distribution of the ice can be found at:  HYPERLINK "http://www.swisseduc.ch/glaciers/earth_icy_planet/glaciers02-en.html" SwissEduc website  HYPERLINK "http://nsidc.org/data/google_earth/" Nsidc.org website (for use with Google Earth) The story of how ice forms is also told at:  HYPERLINK "http://nsdic.org/glaciers/story/" http://nsdic.org/glaciers/story/ Interactive exercise on seasonal changes in sea-ice cover at:  HYPERLINK "http://www.discoveringantarctica.org.uk/multimedia/flash/3_seasonal_change.html" www.discoveringantarctica.org.uk/multimedia/flash/3_seasonal_change.html NotesKey processesCurriculum opportunitiesGeographical enquiry ask geographical questions, solve problems and analyse evidence. Explore real and relevant contemporary contexts. Examine geographical issues in the news. Gifted and talented geographers might want to know more about the scientific explanations for past climate change (e.g. Milankovitch curves).  Lesson 1: Where in the world is the ice? (approx. 40 mins or 2 x 40 mins if all suggested online resources are used) Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace understanding the physical characteristics of real places. Physical processes explaining how physical processes shape places and landscapes. Human processes understanding how activities in the human worlds lead to change in places and landscapes. Environmental interaction and sustainable development understanding that the physical and human dimensions of the environment are interrelated and influence environmental change.Physical geography, physical processes and natural landscapes. Human geography and human processes. Interactions between people and their environments, including the causes and consequences of these interactions. Different parts of the world in their wider settings and contexts. Pupils should learn: That the worlds glaciers are in retreat as a result of climate change. Learning outcomes: Understand that the worlds glacial environments are changing. Identify climate change as the cause of melting and appreciate the role that human processes are now known to be playing. Appreciate that small contributions can be made by each of us as citizens to help protect the worlds glaciers, by attempting to reduce our own carbon footprint. STARTER: Who is the iceman, why was he murdered, and why was his body found after 5000 years? Students are introduced to the iceman, found in an Austrian snowfield in 1991 and speculate as to who he was, the cause of his death, and why his body was exposed after so long. MAIN ACTIVITY: Who killed the iceman? The class read through a case study of the iceman and find out what happened to him, concluding that his body was revealed due to the melting of the ice. Whats happening to the worlds ice? Students use online resources to chart the decline of the worlds ice and draw a sketch map showing the retreat of the Columbia glacier. How does ice tell us the secret of why it is melting? Students learn about ice cores and plot the CO2 content of ice cores from 1800 to 2008. PLENARY: Do your bit today! The plenary Help save the ice PowerPoint presentation gives students a reminder of how they can live more sustainably and help save the worlds ice. Downloads: Iceman Murder Mystery (Word) Ice cores (Word) Help save the ice (PPT) Images:  HYPERLINK "http://www7.nationalgeographic.com/ngm/0707/feature2/multimedia.html" National Geographic website  HYPERLINK "http://www.swisseduc.ch/glaciers/big_melt/index-en.html" SwissEduc website Video: Play the film An Inconvenient Truth, Scene 07: Glaciers recede (2:00) (also note Scene 08, which shows ice core analysis). Links: Useful websites for a global warming recap:  HYPERLINK "http://www.yourclimateyourlife.org.uk/" Your Climate Your Life  HYPERLINK "http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/global_warming/newsid_1575000/1575441.stm" BBC Newsround Key processesCurriculum opportunitiesNotesGeographical enquiry ask geographical questions, solve problems and analyse evidence. Graphicacy and visual literacy construct maps and plans at a variety of scales. Explore real and relevant contemporary contexts. Examine geographical issues in the news. Use varied resources. Participate in informed responsible action in relation to geographical issues. Gifted and talented geographers might know that there is sometimes debate surrounding facts about climate change. However, they may struggle to find a better explanation for the retreat of ice than that described in this lesson. Lesson 2: Why are our glaciers shrinking? (approx. 40 mins) Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace developing geographical imaginations of places. Space understanding the interactions between places and the networks created by flows of people. Interdependence exploring the social, economic and environmental connections between places. Physical processes understanding how events in the physical and human worlds lead to change in places and landscapes. Environmental interaction understanding that the physical and human dimensions of the environment are interrelatedA variety of scales from personal and local to continental and global. Different parts of the world in their wider settings and contexts. Physical geography, physical processes and natural landscapes. Human geography, built and managed environments and human processes. Interactions between people and their environments, including how to place for and manage for future impact. Pupils should learn: That glaciers can bring opportunities and challenges for people that live close by or visit them as tourists. Learning outcomes: Learn about different ways in which societies rely upon glaciers. Appreciate the importance of glacial meltwater in supplying drinking water to a very large number of the worlds poorer people and appreciate the problems and conflicts that could arise if this interaction is threatened as supplied begin to dwindle. Identify the diverse role that the physical landscape plays in peoples lives, creating hazards in addition to varied benefits. STARTER: What is the difference between a hazard and a resource? These two important concepts are introduced through the Hazards and resources PowerPoint, discussing whether various geographical features can be considered hazards or resources. MAIN ACTIVITY: How have people and ecosystems adapted to a hazardous life in glacial conditions? Students learn about different ways in which societies have adapted to life in extreme environments. The Living with glaciers PowerPoint and Glacial hazards and resources Word document are used to explore housing, clothing, hunting and industry and the opportunities that glaciers bring. Why are ski resorts under threat? Students use the Melting mountains Word document to study the importance of skiing industries to Alpine economies, and the threats that climate change bring to this, and complete an activity based on rebranding the Alps. PLENARY: Why are they wrapping the Gurschen glacier in plastic? The lesson ends with a look at the Gurschen glacier, which has been wrapped in half-inch thick PVC to prevent it from melting.Downloads: Hazards and resources (PPT) Living with glaciers (PPT) Glacial hazards and resources (Word) Melting mountains (Word) Links: Additional downloads that show glacial hazards and resources are available on the  HYPERLINK "http://www.swisseduc.ch/glaciers/earth_icy_planet/glaciers13-en.html" SwissEduc website. An interactive and animated display of glacial hazards (including overflowing lakes) can be found on the  HYPERLINK "http://www.pbs.org/wgbh/nova/sciencenow/3210/03.html" NOVA Science website. A report on rock-falls and the collapse of the Matterhorn is available on the  HYPERLINK "http://observer.guardian.co.uk/international/story/0,6903,1001674,00.html" Observer website. A report on the Gurshen glacier is available on the  HYPERLINK "http://www.geographyinthenews.rgs.org/login.aspx?ReturnUrl=/member/newscasestudies/article/default.aspx?id=553&id=553" Geography in the News website. Printed resources: Atlases and maps Key processesCurriculum opportunitiesNotesGeographical enquiry ask geographical questions, solve problems and make decisions, analyse and evaluate evidence. Explore real and relevant contemporary contexts. Examine geographical issues in the news. Investigate important issues of relevance globally. Gifted and talented geographers might want to explore the hazard-resource dualism in more detail, as it is an area for reflective thinking. What role do population migrations (including tourism) play in helping to turn potential hazards into disasters?Lesson 3: Living with glaciers (approx. 40 mins) Lesson 4: What landforms of erosion will disappearing ice reveal? (minimum 40 mins can be extended if desired) Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace understanding the physical characteristics of real places. Space knowing where landscapes are locate, why they are there and how they are changing. Physical processes understanding how events in the physical world can lead to changes in places and landscapes. Physical geography, physical processes and natural landscapes. The location of places and environments. Key aspects of the UK, including its changing physical geography. Interactions between people and their environments. Pupils should learn: What erosional landforms are revealed in upland areas when ice melts and the role that ice played in creating them. Learning outcomes: Appreciate that some places in the world are home to unique landforms that give them a special character that is not found elsewhere. Identify the role of physical processes in producing these characteristic landforms. Learn that the exposure of these special landforms is on-going, with some revealed at the end of the last ice age and others only becoming uncovered in recent years as ice has started to melt again. STARTER: What is the difference between weathering and erosion? Students can either group together images of weathering and erosion (see image links) or study the Erosion and weathering Word document. MAIN ACTIVITY: How does ice erosion work? The Erosion and weathering Word document also explains how ice erosion and other forms of physical erosion work. Students can also complete the activity on this sheet. What are the main landforms of glacial erosion? Students watch the Glacial landforms PowerPoint presentation which shows some of the key landforms of glacial erosion. They then complete the Glacier card sort to consolidate their learning. PLENARY: Where did the roche moutonne get its name? In the Roche moutonnee PowerPoint presentation, students are asked to consider four questions about this type of glacial landforms before the answers are given. Downloads: Erosion and weathering (Word) Glacial landforms (PPT) Glacier card sort (Word) Roche moutonne (PPT) Images: Online images showing erosional landforms (especially corries) revealed by melting ice are available on the SwissEduc website:  HYPERLINK "http://www.swisseduc.ch/glaciers/morteratsch/comparison/bernina-summit-en.html" www.swisseduc.ch/glaciers/morteratsch/comparison/bernina-summit-en.html and  HYPERLINK "http://www.swisseduc.ch/glaciers/earth_icy_planet/glaciers02-en.html?id=10" www.swisseduc.ch/glaciers/earth_icy_planet/glaciers02-en.html?id=10 Links: Teachers can research erosion landforms and processes as preparation for the lesson in M Ritters  HYPERLINK "http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/glacial_systems/title_page.html" The Physical Environment. Video: To see ice moving (and the sandpaper effect of abrasion), watch this  HYPERLINK "http://www.youtube.com/watch?v=njTjfJcAsBg" You Tube video. Key processesCurriculum opportunitiesNotesGeographical enquiry ask geographical questions, solve problems and apply geographical skills to create new interpretations of place and space. Investigate important issues of relevance to the UK and globally. Opportunity to undertake fieldwork investigations on this topic. Gifted and talented geographers may want to know more about the process of glacial plucking. This involves pressure melting of ice at the base of a glacier and subsequent re-freezing around disintegrating bedrock. It is a more advanced scientific concept and need not be taught at this level unless students require further stretch and challenge.  Lesson 5: How will melting glaciers affect people living in the UK? (approx. 40 mins) Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesSpace knowing how and why places and landscapes are changing and the implications for people. Scale appreciating different scales from local to national to global. Physical processes understanding how physical processes can lead to change in places, landscapes and societies. Interdependence exploring the social, economic and environmental connections between places. Environmental interaction understanding the interrelationships between physical and human dimensions of the environment.A variety of scales from personal and local to national and global. Key aspects of the UK, including its changing human and physical geography and current issues. Physical geography, physical processes and natural landscapes. Human geography, built and managed environments and human processes. Interactions between people and their environments, including how to plan for and manage future impact. Pupils should learn: That because physical geography connects different places together, what happens to glaciers in far-off places can still impact on people living in the UK. Learning outcomes: Recognise that in an interconnected world, we may all suffer impacts caused by melting ice elsewhere. Learn about some of the diverse and different ways in which settlements may be affected by sea-level rises. Identify problems associated with protection (costs might outweigh benefits for sparsely populated areas). STARTER: What happens to sea levels when glaciers melt and water runs into the sea? Students discuss how high they think sea-level could rise if different bodies of ice were to melt (recap lesson 1 Where is the earths ice). MAIN ACTIVITY: How will our place be affected by sea-level rise? Students consider how rising sea-levels could impact on their home town. The Word document How will melting ice affect our place? provides guidance for the completion of this task, and a table to complete. Following this, students can complete the Our place poster. PLENARY: How will sea-level rise in other places impact on life in our place? By way of a class discussion, encourage students to consider the concepts of interdependency and interconnectedness. For example, what products may no longer be available due to flooding in the places where those products are made or grown? What might the impacts on tourism be? How about migration? Downloads: How will melting ice affect our place? (Word) Our place (Word) Links: Online information about UK flood risks: To see the 70-80m upper limit impact on the UK as a whole, visit:  HYPERLINK "http://merkel.zoneo.net/Topo/Applet/" http://merkel.zoneo.net/Topo/Applet/ More projections at:  HYPERLINK "http://flood.firetree.net/" http://flood.firetree.net/ The  HYPERLINK "http://www.environment-agency.gov.uk/homeandleisure/floods/31656.aspx" Environment Agency website has existing flood risk maps (enter your school postcode where indicated) which can be taken as a starting point for investigating sea-level rise impacts. Key processesCurriculum opportunitiesNotesGeographical enquiry ask geographical questions, collect data and record data, solve problems. Graphicacy and visual literacy use geographical data including maps at a range of scales.Build on personal experiences of geography. Use varied resources, including maps. Investigate important issues of relevance to the UK. Gifted and talented geographers might want to explore the additional sea-level rise factor of thermal expansion. Again, this is a more advanced area of science and is not required knowledge for the age group.  Lesson 6: How will melting glaciers affect people living in other countries? (approx. 40 mins) Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace developing geographical imaginations of places. Space knowing how places and landscapes are changing and the implications for people. Scale appreciating different scales including international and global. Interdependence understanding the significance of independence in change at all scales. Environmental interaction understanding influences on environmental and climate change. The location of places and environments. Different parts of the world, including regions and countries in different states of development. Interactions between people and their environments, including causes and consequences of interactions and how to plan for and manage future impacts.Pupils should learn: That the risks associated with glacial melting and sea-level rise are not evenly distributed around the world. That some of the worlds poorest people are also the most vulnerable to flooding. Learning outcomes: Identify some places which are especially vulnerable to sea-level rise and think about who lives there. Learn how some of the poorest people in the world are likely to be affected by sea-level rises. Question whether the only solution will be mass migrations of a kind never seen before, thereby developing students geographical imaginations. Recognise that richer countries may have to bear some responsibility for all of this, thus posing questions for citizenship. STARTER: Where in the world will the greatest impact of climate change and melting glaciers be felt? The 4As PPT encourages students to decide which of four places they think will be most affected by climate change and melting glaciers. MAIN ACTIVITY: What is the global threat of glaciers melting and who is most at risk? The PowerPoint presentations The global threat and Global pressure points can be used to set up a class discussion about flooding vulnerability, migration and flood prevention. Students can then work in groups to prepare a 5 minute TV documentary on the threat of sea level rise and how we can act to reduce it or prepare for it. PLENARY: End of unit quiz A series of questions take students back through the content of the entire scheme of work. Downloads: 4As (PPT) The global threat (PPT) Global pressure points (PPT) End of unit quiz (PPT) Video: Extract to pay from the film An Inconvenient Truth: Scene 21: Sea-level rise (4:00) Links: Other useful online sources showing the impacts of sea-level change:  HYPERLINK "http://www.discoveringantarctica.org.uk" Discovering Antarctica website  HYPERLINK "http://www.climatecrisis.net/" US AIT website  HYPERLINK "http://www.aninconvenienttruth.com.au/truth/guide.htm" Australia AIT website Printed resources: The book of the film is called An Inconvenient Truth: The Planetary Emergency of Global Warming and What We Can Do About it (Rodale Press 2006) ISBN-10: 1594865671Key processesCurriculum opportunitiesNotesGeographical enquiry ask geographical questions, solve problems and think creatively about geographical issues. Geographical communication communicate knowledge and understanding using geographical vocabulary in both speech and writing. Explore real and relevant contemporary contexts. Participate in informed responsible action. Make links between geography and other subjects, including citizenship. Investigate important global issues.Gifted and talented geographers might want to think more critically about the time-scale for sea-level changes. Younger children may imaging future sea-level risk in catastrophic term (like the 2004 Asian tsunami), with the sea suddenly overwhelming communities. The reality may be less dramatic and extreme-scenario changes will take many decades or centuries. In some places, a gradual creep of water inland will result in the less dramatic scenario of managed retreat and abandonment of high-risk property and land.  Glacial Environments   +,267@MNX[abch; M Ȼ⯚va(h7h>v6B*CJaJmH ph# sH "hy/6B*CJaJmH ph# sH "h>v6B*CJaJmH ph# sH (h>vh>v5B*CJaJmH ph# sH hXGhq'5CJaJh$K'5CJaJmH sH htw5CJaJmH sH hdY5CJaJmH sH hXGhq'5CJaJmH sH hq'5CJaJmH sH  7Xbc: ; . / n $&P#$./7$8$H$Ifgdf*$&P#$./7$8$H$IfgdiyFfC$$&P#$./Ifa$gdFd)d+d m n o   U d к毟wgw[K[w[<hf*h~CJaJmH sH hh@h~>*CJaJmH sH h~CJaJmH sH h~hre=5CJaJmH sH hre=CJaJmH sH hp`CJaJmH sH h~hdY5CJaJmH sH h~hp`5CJaJmH sH hf*hf*CJaJ+h>vB*CJOJQJ^JaJmH phsH +hf*B*CJOJQJ^JaJmH phsH 1h>vh>vB*CJOJQJ^JaJmH phsH n o   I z$&P#$./If^gd~ L$&P#$./If^`Lgd~$ & F( L$&P#$./If^`Lgd~$&P#$./IfgdW$&P#$./IfgdFO >p]k$&P#$./IfgdP $IfgdP$&P#$./Ifgdj 38ŹrbVJV;h  h  CJaJmH sH hbCJaJmH sH h  CJaJmH sH h  h  6CJaJmH sH hhP5CJaJmH sH hh{)CJaJmH sH h{)h{)6CJaJmH sH h{)CJaJmH sH hPCJaJmH sH hCJaJmH sH hvCJaJmH sH hh~6CJaJmH sH h8hXhP5CJaJmH sH hf*hdYCJaJmH sH 8=>psX⹬򹬠ƔƈyiZNBh  hP6CJaJh  h  6CJaJh8hXhPCJaJmH sH h8hXhP5CJaJmH sH hh  CJaJmH sH h  CJaJmH sH hh@CJaJmH sH hbCJaJmH sH h~6CJaJmH sH hb6CJaJmH sH h  h  CJaJmH sH h{)6CJaJmH sH hh~6CJaJmH sH h  6CJaJmH sH \]jk|}@ABjklmucuVuhh~0JCJaJ#j<hh~CJUaJjh~CJUaJhdYCJaJhrhP5CJaJhh@CJaJhCJaJhPCJaJhP5CJaJhrhPCJaJh~CJaJhhP5CJaJmH sH hhP5CJaJhf*hdYCJaJmH sH hh@CJaJmH sH k}~mn> $Ifgd $IfgdP NOPab=>?RknbZhdYCJaJhPhP5CJaJ#jhhCJUaJhhCJaJhPCJaJhh0JCJaJ#jhhCJUaJ#j^hhS8CJUaJh~CJaJhh~0JCJaJ#jchhS8CJUaJhCJaJjhCJUaJ"!kd$$Ifl4 r( 3`(`$ ` `\   t 6P0x344 lap2 !"{$&P#$./IfgdP$&P#$./IfgdU7FfFfD $$&P#$./Ifa$gddY$&P#$./IfgddY !"7z{˻˫˓؃vfVIv6CJaJmH sH h2nh~5CJaJmH sH h>vh>v6CJaJmH sH h>v5CJaJmH sH hoh~5CJaJmH sH hFh~5CJaJmH sH h~CJaJhWh~5CJaJmH sH hv!h~5CJaJmH sH h~5CJaJmH sH h~CJaJmH sH huWh~CJaJh!h~5CJaJmH sH ijkltvôrfWL@3h5CJaJmH sH hPB* CJaJphhh@hPB* ph3fhp`hp`B* CJaJphhp`B* CJaJphhha{B* CJaJphha{B* CJaJphhB* CJOJQJaJph3fh~CJaJhh~CJaJmH sH hhCJaJmH sH hh5CJaJmH sH hoh~5CJaJmH sH h~CJaJmH sH h8hXh~6CJaJmH sH j$&P#$./IfgdP$&P#$./IfgdU7jkl!gdWEkd$$Ifl4r( 3($  \  t 6P0x344 lap2l;EFKL@ $7$8$H$Ifgd _$&P#$./7$8$H$IfgdNV7$&P#$./7$8$H$Ifgd _Ff$$&P#$./Ifa$gdxFgdwS1;DEFKJL?wgwgXB+h _B*CJOJQJ^JaJmH phsH h!h _CJaJmH sH h _h _6CJaJmH sH h _CJaJmH sH h _h _5CJaJmH sH hCJaJmH sH h/hw76CJaJmH sH "h _6B*CJaJmH ph# sH (h>vh _5B*CJaJmH ph# sH hXGh5CJaJh5CJaJmH sH hXGh5CJaJmH sH ?@Af !567!0Ȳȧvjjj[L<h8hXhP5CJaJmH sH hohCJaJmH sH hh@hCJaJmH sH hh@hh@>*CJaJhh@hh@5CJaJhh@CJaJhh@hh@CJaJh5CJaJhh@5CJaJhuWh _CJaJ+h _B*CJOJQJ^JaJmH phsH h _CJaJh _h _CJaJh _hd]CJaJ1h>vh _B*CJOJQJ^JaJmH phsH @Agh !67 ~$&P#$./If^`~gdh@$ & F) ~$&P#$./If^`~gdh@$&P#$./IfgdxF $7$8$H$Ifgd _$&P#$./7$8$H$Ifgdr\ O$&P#$./IfgdxF$ & F) ~$&P#$./If^`~gdh@ ~$&P#$./If^`~gdh@$&P#$./Ifgdh@Z6,  $&P#$./Ifgdr\$&P#$./IfgdP  "+-58BHYZ 56MŶ}m^}}^NhXhOjCJH*aJmH sH hOjhOjCJaJmH sH hOjhP6CJaJmH sH hOjhOj6CJaJmH sH h8hXhP5CJaJmH sH hP5CJaJmH sH hOjCJaJmH sH hOjhe_\CJaJmH sH he_\hP6CJaJmH sH h )6CJaJmH sH h6CJaJmH sH he_\he_\6CJaJmH sH +,    ! s t u ƽpcQc#jhe_\hS8CJUaJhe_\he_\0JCJaJ#jhe_\hS8CJUaJhe_\CJaJjhe_\CJUaJhrhP5CJaJhrhPCJaJhh@CJaJhPCJaJhP5CJaJhxFhOjCJaJhOjCJaJhOjh6CJaJhOjhOj6CJaJh8hXhPCJaJmH sH  !!!3!p!q!x!!!!!!!!!!!c"̼̼̰|kS|@|k|k$h h 0JCJOJQJ^JaJ/jh h CJOJQJU^JaJ h h CJOJQJ^JaJ)jh h CJOJQJU^JaJh h CJaJmH sH h h 5CJaJmH sH h CJaJmH sH he_\he_\6CJaJmH sH he_\CJaJmH sH h5CJaJhPhP5CJaJhPCJaJhrhe_\CJaJ p!q!x!!!u"v" $Ifgd $&P#$./IfgdP c"d"e"r"s"u"v"w""""""""""ҿҮzn^N>6he_\CJaJhWhe_\5CJaJmH sH hv!he_\5CJaJmH sH hohe_\5CJaJmH sH he_\CJaJmH sH hFhe_\5CJaJmH sH he_\5CJaJmH sH hCJaJhe_\h CJaJmH sH  h h CJOJQJ^JaJ$h h 0JCJOJQJ^JaJ)jh h CJOJQJU^JaJ/jvh h CJOJQJU^JaJv"w"!kd$$Ifl4rpH( 3 ` ` D  t 6P0x344 lap2w""""""""#S#######$ $Ifgdy$&P#$./Ifgdw7Ff$&P#$./Ifgde_\$&P#$./IfgdxF$$&P#$./Ifa$gdxF""""### #R#S#$$$$$$$ƶƤ}maQB:-h5CJaJmH sH he_\CJaJh8hXhe_\CJaJmH sH hohe_\5CJaJmH sH he_\CJaJmH sH hd]he_\6CJaJmH sH hy6CJaJmH sH h _5CJaJmH sH h _6CJaJmH sH "h _h _56CJaJmH sH h _h _5CJaJmH sH h _h _CJaJmH sH he_\6CJaJmH sH h>vh _6CJaJmH sH h _5CJaJmH sH $$$$$$$$ $!$% $IfgdPFfw$$&P#$./Ifa$gdxF$&P#$./IfgdxF$&P#$./7$8$H$Ifgdr\ $ $!$5$%%% %%%2%C%D%E%F%G%S%Ŷ{l`XPD7h5CJaJmH sH hv`B* CJaJphhv`CJaJhPCJaJhU7B* CJaJphhh@hh@B* CJaJphhh@B* CJaJphha{ha{B* CJaJphhB* CJaJphha{B* CJaJphhCJaJhe_\hCJaJmH sH he_\he_\CJaJmH sH he_\he_\5CJaJmH sH hoh5CJaJmH sH hCJaJmH sH %%D%!gdAukds $$Ifl4rpH( 3     D t 6P0x344 lap2D%E%F%G%T%f%}%%%%%%G&H&&& '!''''"(#(b($&P#$./Ifgd3[Ff"$$&P#$./Ifa$gdxFgdS%T%|%}%%%%%%%%%%F&Z&&&'=''''!("()),)-)))o+ɹɹɹɹɹyiYMiMhXCJaJmH sH hXh5CJaJmH sH hXhX5CJaJmH sH hdhzCJaJhCJaJhzCJaJh/CJaJhdhz5CJaJmH sH h5CJaJmH sH hzhz6CJaJmH sH hz5CJaJmH sH hXGh5CJaJh5CJaJmH sH hXGh5CJaJmH sH b(c((()-).))))))*p+q+~$&P#$./IfgdX ~$&P#$./If^`~gdX$ & F* ~$&P#$./If^`~gdX$&P#$./IfgdxF$&P#$./Ifgd3[o+p+u+++++k,m,},,,---..L....²zj^R^B^6^6^hNCJaJmH sH hh6CJaJmH sH hPCJaJmH sH hCJaJmH sH hv`hP6CJaJmH sH hv`hv`6CJaJmH sH hP5CJaJmH sH h/o:CJaJmH sH h/o:h/o:CJaJmH sH h/o:hP6CJaJmH sH h/o:h/o:6CJaJmH sH h8hXhP5CJaJmH sH hdhCJaJmH sH hdhXCJaJmH sH q+r+s+t+u+++l,m,},,--.../9///// 090:0B00 $IfgdP$&P#$./IfgdxF..//,/8/9///////90:0@0A0B0000²~vnvncWcvOCOjho)CJUaJho)CJaJhrhP5CJaJhrhPCJaJhXCJaJhPCJaJhP5CJaJhdhv`CJaJmH sH hv`CJaJmH sH hv`h6CJaJmH sH hv`hv`6CJaJmH sH hv`h/o:6CJaJmH sH h8hXhPCJaJmH sH h8hXhP5CJaJmH sH h/o:hPCJaJmH sH 0000000h1i11111122l2m2n2~222222;3<3=3Z3[3^3̲̠̗xfYhv`hv`0JCJaJ#j'hv`hS8CJUaJhv`CJaJjhv`CJUaJhv`hv`CJaJho)5CJaJ#j&ho)hS8CJUaJ#j%ho)hS8CJUaJhPCJaJho)CJaJho)ho)0JCJaJjho)CJUaJ#j$ho)hS8CJUaJ001122^3_3r333$&P#$./IfgdP $IfgdP ^3_3q33333333333333 4*4+4,4ǿvf^UI@4hOho)5CJaJhz6CJaJhzhz6CJaJhz5CJaJho)CJaJhWho)5CJaJmH sH hv!ho)5CJaJmH sH hoho)5CJaJmH sH ho)CJaJmH sH hFho)5CJaJmH sH ho)5CJaJmH sH hCJaJhdh6CJaJmH sH hPCJaJho)CJaJho)ho)5CJaJho)hv`5CJaJ33 kd($$Ifl4rpH `' 3 ` `@   t 6P0x3644 lap23333333+4,4^4_4444444 $IfgdP $Ifgdz$&P#$./7$8$H$Ifgd3[FfL+$$&P#$./Ifa$gdL$&P#$./IfgdxF$$&P#$./Ifa$gdxF,444444444444455555ɹyj^OG;/hB* CJaJphhB* CJaJphhCJaJhLhCJaJmH sH hLCJaJmH sH hLhLCJaJmH sH hoh5CJaJmH sH hCJaJmH sH h5CJaJmH sH ho)CJaJh8hXho)CJaJmH sH hoho)5CJaJmH sH ho)CJaJmH sH h@}hz6CJaJmH sH ho)6CJaJmH sH hz6CJaJmH sH 4444445555h6u666666 77$&P#$./Ifgd/Ff75$$&P#$./Ifa$gdxFgdFf1 $Ifgd3[$&P#$./IfgdxFFf.55555555696H6g6h6t6u66666666ɾ|m`P`P`P`PDhXGh95CJaJhXGh5CJaJmH sH h5CJaJmH sH hh5DMB* CJaJphhhB* CJaJphh6B* CJaJphhhB* CJaJphhB* CJaJphhPB* CJaJphhhCJaJhB* CJaJphhXhXB* CJaJphhXB* CJaJphhhB* CJaJph66 7 777j7|77778888P9c9;;;G;嵥rffWG7h9h96CJaJmH sH h8hXh5CJaJmH sH hZ(hZ(CJaJmH sH hZ(CJaJmH sH hZ(h5CJaJmH sH hZ(hZ(5CJaJmH sH hhCJaJh/CJaJhrh6CJaJmH sH h/h/6CJaJmH sH h/h/5CJaJmH sH hzh/6CJaJmH sH h/6CJaJmH sH h/5CJaJmH sH 7i7j77788H8I8888888$&P#$./IfgdP$&P#$./Ifgd $Ifgd/$&P#$./7$8$H$IfgdP$&P#$./Ifgd/8O9P9c9d99?:;;H;;;;<<<<$&P#$./Ifgd$&P#$./IfgdZ( ~$&P#$./If^`~gdZ($ & F+ ~$&P#$./If^`~gdZ(G;H;k;;;;;;<<<<<========w>ŵymԕaRE8ahI6CJaJmH sH hP5CJaJmH sH hIhPCJaJmH sH hTu CJaJmH sH hCJaJmH sH hiW CJaJmH sH hIh6CJaJmH sH hIhI6CJaJmH sH h0{h5CJaJmH sH h0{hP5CJaJmH sH hIh9CJaJmH sH hICJaJmH sH hIhICJaJmH sH h9h6CJaJmH sH <====x>y>z>{>|>>>>>>>>v?@@@AAARB$&P#$./IfgdP$&P#$./Ifgdw>x>{>|>>>>>>>>>>>>>>v?w????@@"@#@{@|@}@@@@@@@@@ŽŽŽsas͞#j8hh5DMCJUaJhh5DM0JCJaJ#j07hh5DMCJUaJjh5DMCJUaJhrhP5CJaJhrhPCJaJhICJaJh5DMCJaJhPCJaJhP5CJaJhohCJaJmH sH hIhICJaJmH sH hICJaJmH sH $@0A1AAAAAAAAAAABB=B>B?BCBDBMBNBOBQBRBSByBzB͉wobRhFh5DM5CJaJmH sH h5DM5CJaJmH sH h9CJaJ"h5DMh5DM6>*CJaJmH sH h90JCJaJ#j;h9hS8CJUaJh5DMh5DMCJaJh5CJaJhPhP5CJaJhPCJaJh9h90JCJaJ#jf:h9hS8CJUaJjh9CJUaJh9CJaJRBSB!kdN<$$Ifl4r,'4t$ `p`4  t 6P0P544 lap2SBaBzB{B|BBBCCYCZCCCC$&P#$./7$8$H$Ifgd/$&P#$./Ifgd/Ff>$$&P#$./Ifa$gdS8$&P#$./IfgdxF$$&P#$./Ifa$gdxF zB{B|BBBBBBBCCCCCCCCǷxk[O?0h8hXh/CJaJmH sH hoh/5CJaJmH sH h/CJaJmH sH h? 3h/6CJaJmH sH h/6CJaJmH sH h/5CJaJmH sH hOh/5CJaJh/6CJaJhzh/6CJaJh/5CJaJh5DMCJaJhWh5DM5CJaJmH sH h5DM5CJaJmH sH hv!h5DM5CJaJmH sH hoh5DM5CJaJmH sH h5DMCJaJmH sH CCCCCCCEEEEZEgEyEEEEEFfH$$&P#$./Ifa$gdVNgdFfxE$&P#$./Ifgd/Ff(B$$&P#$./Ifa$gd/CCCCCCDEEEEE E E%E(EFEYEZEϿteVG<h6hTCJaJh6h6B* CJaJphh6h6B* CJaJphhhTB* CJaJphhTB* CJaJphhTu B* CJaJphh6B* CJaJphhB* CJaJph3fhqZh/CJaJmH sH h/CJaJmH sH h5DMh/5CJaJmH sH hoh/5CJaJmH sH h/CJaJmH sH h/5CJaJmH sH h/CJaJZEfEgEEEEEEEEEEFFFF#F&FfFhFzF}FFFF:GL?LOLLMMMM O OOFOWOXO`OO'P$ & F- hH$&P#$./If^`gd6$&P#$./IfgdVN $Ifgdd$&P#$./IfgdFm` $IfgdFm`KK=L?LOLLLMMMMMNNN+N?N O OOEOFOVOWOĴĴyyyjaYNF>hFm`CJaJh6CJaJhb)hdCJaJhdCJaJhFm`5CJaJhhdCJaJmH sH hO6CJaJmH sH hdhc6CJaJmH sH hdhPCJaJmH sH hdhFm`6CJaJmH sH hdhd6CJaJmH sH hb)hFm`5CJaJmH sH h6hPCJaJmH sH hdCJaJmH sH h6hFm`6CJaJmH sH WOXO]O_O`OOOOOOOOOP$P%P6h6CJaJh8hXh6CJaJmH sH hoh65CJaJmH sH h6CJaJmH sH h? 3h66CJaJmH sH 1h`h6B*CJOJQJ^JaJmH phsH 1h`h`B*CJOJQJ^JaJmH ph# sH hjPhjP6CJaJmH sH hjP6CJaJmH sH h 6CJaJmH sH hjP5CJaJmH sH h 5CJaJmH sH hjPhjP5CJaJmH sH SSSSSSSSSSSSSSOT\TnTTTT$$&P#$./Ifa$gdxFgdTFfVFfqS$$&P#$./Ifa$gdVN$&P#$./IfgdVNSSSS.SSSSSSSSSS=TNTOT[T\Tƺuiu]NuA1hXGh5CJaJmH sH h5CJaJmH sH hS8hS8B* CJaJphhS8B* CJaJphhTB* CJaJphhhTB* CJaJphhPB* CJaJphhFm`hPCJaJhlwCJaJhcCJaJhahcCJaJmH sH h6CJaJmH sH hdh65CJaJmH sH hohc5CJaJmH sH hcCJaJmH sH hc5CJaJmH sH \TTTTTTTTTTTTTEUJUUUUVEVFVoVpVhWiW}W~WWƹƹƹƹƹqaRhS8hS8CJaJmH sH hS8h5CJaJmH sH hS8hS85CJaJmH sH h^YCJaJh&HCJaJh^Yh^YCJaJhlh 6CJaJmH sH hl6CJaJmH sH h 6CJaJmH sH h h 5CJaJmH sH hXGh5CJaJhXGh5CJaJmH sH h5CJaJmH sH TTTTDUEUUUUUFVpVqVVViW~WW$&P#$./IfgdxF$&P#$./Ifgdh#$&P#$./IfgdPFfZWWWWCXDXVXWX1Z2Z5Z6Z?Z@ZZZZ&['[([7[ƶ֧wg_WL=h2lhPCJaJmH sH h2lhPCJaJhCJaJh2lCJaJh2lhh#6CJaJmH sH h2lh2l6CJaJmH sH hO&hO&5CJaJmH sH hb)hh#5CJaJmH sH hohCJaJmH sH hS8h5CJaJmH sH hS8hS85CJaJmH sH hS8hCJaJmH sH hS8hS8CJaJmH sH hS8CJaJmH sH WWWCXDXWXXXXX"Y#YYY2Z3Z4Z5Z$&P#$./IfgdxF$&P#$./IfgdS8 ~$&P#$./If^`~gdS8$ & F. ~$&P#$./If^`~gdS85Z6Z@ZZ'[([8[[4\5\\\\\E]R]\]t]]]]]^^^$&P#$./Ifgdh# $Ifgdh#$&P#$./IfgdxF7[8[~[[3\4\\\\\\\\\D]÷}m]M>2hCJaJmH sH hhCJaJmH sH hhh#6CJaJmH sH hh2l6CJaJmH sH hhO&5CJaJmH sH hhh#5CJaJmH sH h2lhPCJaJmH sH h2lh }CJaJmH sH h }CJaJmH sH hPCJaJmH sH h>S9CJaJmH sH h2lhh#6CJaJmH sH h2lh2l6CJaJmH sH hb)hO&5CJaJmH sH D]E]R][]\]]]]]]]]^^^^^^^T^U^V^^^^ڭڭڢ幑~nbLn+j[h2lhkECJUaJmH sH h2lCJaJmH sH jh2lCJUaJmH sH h!Zh2lCJaJh2lCJaJhh#CJaJhP5CJaJh2lhPCJaJh2lh2l6CJaJh!Zhh#CJaJhh#hh#CJaJh2lhh#CJaJh2lh2lCJaJh!Zhh#5CJaJhohCJaJmH sH ^U^^^H_I_\_`$&P#$./Ifgdo8 $Ifgdh#^^^^^^^^^^^^/_0_1_F_G_H_I_\_```)`*`DZǛǏph[KhFhS85CJaJmH sH hS85CJaJmH sH hCJaJh2lhCJaJmH sH hh5CJaJmH sH hCJaJmH sH +jo]h2lhkECJUaJmH sH +j\h2lhkECJUaJmH sH h2lCJaJmH sH hCJaJmH sH jh2lCJUaJmH sH  h2lh2l0JCJaJmH sH `` kdL^$$Ifl4r$ D% 3 ` `   t 6P0x3644 lap2``*`+`,`2`3```'aXaYaaaaaaaaa$&P#$./Ifgdh#Ff`$$&P#$./Ifa$gdS8$&P#$./IfgdxF$$&P#$./Ifa$gdxF*`+`,`0`1`2`3`J`f````&a'aWaXaaaaaǷueXHXuX8h? 3h^Y6CJaJmH sH hlh^Y5CJaJmH sH h^Y6CJaJmH sH h^Yh^Y5CJaJmH sH hS86CJaJmH sH h^Yh^Y6CJaJmH sH h^Yh 6CJaJmH sH h 5CJaJmH sH hS8CJaJhWhS85CJaJmH sH hS85CJaJmH sH hv!hS85CJaJmH sH hohS85CJaJmH sH hS8CJaJmH sH aaaaaabdddddddd&d'dujV?7,hhS8CJ,aJ,hvCJ,aJ,,jhhS8CJ,UaJ,mHnHtH u&jhS8CJ,UaJ,mHnHsH uhh#hh#CJaJhPB* CJaJphhh#B* CJaJphhCJaJhS8hCJaJmH sH hS8CJaJmH sH hS8hS85CJaJmH sH hoh5CJaJmH sH hCJaJmH sH h5CJaJmH sH hS8CJaJh8hXhS8CJaJmH sH aaaaaaddddd d d d d dddd'd(d)d*d+d$a$gdWgdh#gd{Ffzg$&P#$./IfgdxFFf$d'd(d)d*d+d,dhh#hh#CJaJhbVh }hS8+d,dgdh#91h0/R :pq'= /!"#$% nIw =#@>YQspPNG  IHDR}Y$c7`PLTE1-.լLIJ㄁?;vU6:ǎ0}}!tcc*v 3 sR~V?o]OЙzRFKZ iUǜ?Wt Ś5 d>EW@3~Ɖ;s#]m]r,VRRQ>Ko 5T)gc?.44tkRE`NهSt:Z+SyVj 9Ue, ;вW#p~K?zScX]BX3(Bפ|}Iۮ%9:~$2J;lQ!ɟY3;Mry'Cm0ZK-ȔӏҼJMԖ\n{Biw^G&iDs_x?E^ur H'F8͜=7Q<"}  Zl Sq5=wG;hݗk5fPr6Jdk;/ҷW 1FeHSM&OaezKE$ԕ9i$"?M㉡Zٴr#:4uU$gg:Q˕9)ӥg)Z{Y ygaEn?J6%ȼY[ReJ{9XEz5[ҹ N:%&̬tY)w{: kMNţͣ~sڳJ\Q1_~mo[4"l'+d;ۄ3謶WH O?w#44iҳۧαiǽ件?ƻ1ƻoh㫴;PNG  IHDR};a_ufPLTE6Eg}q֔/)Pحʪۜji]iMUb~z Zp"3Xfro=_q|U?%B\yO. uӧ@qx=)滾iM[y G4:DSr3,;_heuqGQP^zkvl=Ŝwt{"r@Ij}^`m|Έc ]HVsxvKXv/@cCh򊞲cאX<ך=Mn^wuٗJ MMU^bKGDH cmPPJCmp0712Hs \IDATXG\u]\D`P]J#oɣs@J25e[s.L%T4(4*;14ffg֫YhWu^DqRw^3v|k{^;yyfFCƢI=oo_d4e?{\;5(7%} H1S_Ag#"2EFFGD[R匂.`9awǔ ?GP0 =LQU@Z= ^潛1G̛"?7:MM0wYTRJuZE`85gYSe RMԜ2ζFSKΝ\Go)%[ϼXѾѷ>쳿-'=`xWo{]ڸ9ɯ74ZB)29q ܦO?4h婢#eS8.#b'N{|ס~W!ʏyc࿣0}Ы;ogT𶞓  $ٵv1 AzxI Z,Uܬi%(7%>;$п6U),MͼYtӣ(%BCҿ6:q7/ڗӱȷ»!Ε̿'J떑ᦴDzM>^/>(}򊰻7Ծ˓/6Y嬣<'0-C1c,g{}ֵA{2{*os v>sD/ֱ=N)=q: Gy﹟ey+Z/SR;>viY`Lە7&hsOUll/K]3ĴѠ xP_x Gp{6(>wjZJYM.wϳ'. {gyv_߬~8/=2Ϲ#3x,4(("{z3H#xo e1 jۿ]v7?Xrԕ/o i9Xq4î3|=e>*@I][삏s& G;J'1t'zWo"b߲R;L5s9q}\Oƶw!`߽m\!Cz; *PU14;h/޾s7jO[ MD';QbU $uIIZ؟(dq~hq.2K-lkim"VZD*f:,XXHg-yI?JOHTVxJ@#۠e{mdhSqQbFPe:I4pd NQ3'JXF`4*d8hKS %Z Stӯ}I^&"uI,jT~@zO49?" ĪIF 1"@E ڬbiŠ#'Wtru1UU'OD'ftz1&N!}}C+ΉCY(z@d8Zm7:tQN8UB+3N Vb5SZWV{^q:|\kAȳNA8<T ąQ=. <&x<˺X^p]O^αK.w -M&1m_ W.x S3ѱƲHo{G=6wQ&{3-z}}g1X5z"/mZ%َ"Xx\u [lia9?FV%0:^grX/9LO? ӧtw U#U+xMWXXIu T.bH -~$>`5>}jMp_}Kaw skbȞ5z$z{YI˙k40)t#p:"YEOMm" 6k{,yf Ydže|кׄXK℄rT(z)zC Ʀ"2vcøteâOS\BoLIYN)WGw#]GCXr`7,uv'۩>ͯI]dMuT*O#kQ&\b2z΢:c$ lT̕^owKSP _ZAK=hÍw{^t2T綖v Q)&-m(^W^0:ki5.g/>g1cϞ˽31עz_:glβi&4lp$$'wI~RYqI=Mg /zA;mo$:+\<*<'p:0Ndp 8pZDiF*rNx< A(zWԱNR^ ! [iMiLJO]R=X]ߤuYa_gYD0$_IENDB`A$$If!vh5(5$ 5 5\ 5 #v(#v$ #v #v\ #v :Vl  t 6P2x3,5(5$ 5 5\ 5 4p2kd$$Iflr( 3($  \   t 6P20x344 lap2'DyK )www.antarctica2000.net/sounds/other.htmlyK `http://www.antarctica2000.net/sounds/other.htmlDyK yK http://www.swisseduc.ch/glaciers/earth_icy_planet/glaciers02-en.htmlDyK yK Hhttp://nsidc.org/data/google_earth/DyK !http://nsdic.org/glaciers/story/yK Bhttp://nsdic.org/glaciers/story/DyK Iwww.discoveringantarctica.org.uk/multimedia/flash/3_seasonal_change.htmlyK http://www.discoveringantarctica.org.uk/multimedia/flash/3_seasonal_change.html$$If!vh5(5$ 5 5\ 5 #v(#v$ #v #v\ #v :Vl4 t 6Px3++++5(5$ 5 5\ 5 / 4p2k$$If!vh5(5$ 5 5\ 5 #v(#v$ #v #v\ #v :Vl4  t 6P2x3+++++,5(5$ 5 5\ 5 / 4p2kd $$Ifl4r( 3 ( $  \    t 6P20x344 lap2Y$$If!vh5(5$ 5 5\ 5 #v(#v$ #v #v\ #v :Vl4  t 6P2x3+++,,5(5$ 5 5\ 5 4p2kd@ $$Ifl4r( 3($  \   t 6P20x344 lap2$$If!vh5(5$ 5 5\ 5 #v(#v$ #v #v\ #v :Vl4 t 6Px3++5(5$ 5 5\ 5 4p2A$$If!vh55 5 5 5D #v#v #v #v #vD :Vl  t 6P2x3,55 5 5 5D 4p2kd$$IflrpH( 3   D  t 6P20x344 lap2DyK yK http://www7.nationalgeographic.com/ngm/0707/feature2/multimedia.htmlDyK yK phttp://www.swisseduc.ch/glaciers/big_melt/index-en.htmlDyK yK Nhttp://www.yourclimateyourlife.org.uk/5DyK yK http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/global_warming/newsid_1575000/1575441.stm$$If!vh55 5 5 5D #v#v #v #v #vD :Vl4 t 6Px3++55 5 5 5D / 4p2Y$$If!vh55 5 5 5D #v#v #v #v #vD :Vl4  t 6P2x3+++,,55 5 5 5D 4p2kd$$Ifl4rpH( 3   D  t 6P20x344 lap2]$$If!vh55 5 5 5D #v#v #v #v #vD :Vl4  t 6P2x3+++++,55 5 5 5D 4p2kd$$Ifl4rpH( 3``   D  t 6P20x344 lap2$$If!vh55 5 5 5D #v#v #v #v #vD :Vl4 t 6Px3++++55 5 5 5D 4p26$$If!vh55 5 5@ 5 #v#v #v@ #v :Vl  t 6P2x36,55 5@ 5 4p2kd!$$IflrpH `' 3  @   t 6P20x3644 lap2DyK yK http://www.swisseduc.ch/glaciers/earth_icy_planet/glaciers13-en.htmlDyK yK jhttp://www.pbs.org/wgbh/nova/sciencenow/3210/03.htmlDyK yK http://observer.guardian.co.uk/international/story/0,6903,1001674,00.html]DyK yK http://www.geographyinthenews.rgs.org/login.aspx?ReturnUrl=/member/newscasestudies/article/default.aspx?id=553&id=553 $$If!vh55 5 5@ 5 #v#v #v@ #v :Vl4 t 6Px36++55 5@ 5 / 4p2N$$If!vh55 5 5@ 5 #v#v #v@ #v :Vl4  t 6P2x36+++,,55 5@ 5 4p2kd)$$Ifl4rpH `' 3  @   t 6P20x3644 lap2`$$If!vh55 5 5@ 5 #v#v #v@ #v :Vl4  t 6P2x36+++++,55 5@ 5 / 4p2kdK-$$Ifl4rpH `' 3``  @    t 6P20x3644 lap2G$$If!vh55 5 5@ 5 #v#v #v@ #v :Vl4  t 6P2x36++++55 5@ 5 4p2kd0$$Ifl4rpH `' 3    @   t 6P20x3644 lap2A$$If!vh5t5$ 5p545 #vt#v$ #vp#v4#v :Vl  t 6P2P5,5t5$ 5p545 4p2kd3$$Iflr,'4t$ p4  t 6P20P544 lap2DyK Hwww.swisseduc.ch/glaciers/morteratsch/comparison/bernina-summit-en.htmlyK http://www.swisseduc.ch/glaciers/morteratsch/comparison/bernina-summit-en.htmlDyK Dwww.swisseduc.ch/glaciers/earth_icy_planet/glaciers02-en.html?id=10yK http://www.swisseduc.ch/glaciers/earth_icy_planet/glaciers02-en.html?id=10!DyK yK http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/glacial_systems/title_page.htmlDyK yK Vhttp://www.youtube.com/watch?v=njTjfJcAsBg$$If!vh5t5$ 5p545 #vt#v$ #vp#v4#v :Vl4 t 6PP5++5t5$ 5p545 / 4p2Y$$If!vh5t5$ 5p545 #vt#v$ #vp#v4#v :Vl4  t 6P2P5+++,,5t5$ 5p545 4p2kdd=$$Ifl4r,'4t$ p 4  t 6P20P544 lap2k$$If!vh5t5$ 5p545 #vt#v$ #vp#v4#v :Vl4  t 6P2P5+++++,5t5$ 5p545 / 4p2kd@$$Ifl4r,'4`t`$ p 4   t 6P20P544 lap2R$$If!vh5t5$ 5p545 #vt#v$ #vp#v4#v :Vl4  t 6P2P5++++5t5$ 5p545 4p2kd$D$$Ifl4r,'4 t $ p 4  t 6P20P544 lap2A$$If!vh5 5 5 5 5D #v #v #v #v #vD :Vl  t 6P2x3,5 5 5 5 5D 4p2kdtG$$Iflr_ E"( 3    D  t 6P20x344 lap2 DyK %http://merkel.zoneo.net/Topo/Applet/yK Jhttp://merkel.zoneo.net/Topo/Applet/DyK http://flood.firetree.net/yK 6http://flood.firetree.net/DyK yK http://www.environment-agency.gov.uk/homeandleisure/floods/31656.aspx$$If!vh5 5 5 5 5D #v #v #v #v #vD :Vl4j t 6Px3++5 5 5 5 5D / 4p2Y$$If!vh5 5 5 5 5D #v #v #v #v #vD :Vl4  t 6P2x3+++,,5 5 5 5 5D 4p2kdN$$Ifl4r_ E"( 3    D  t 6P20x344 lap2k$$If!vh5 5 5 5 5D #v #v #v #v #vD :Vl4  t 6P2x3+++++,5 5 5 5 5D / 4p2kdR$$Ifl4r_ E"( 3` `   D   t 6P20x344 lap2R$$If!vh5 5 5 5 5D #v #v #v #v #vD :Vl40  t 6P2x3++++5 5 5 5 5D 4p2kdmU$$Ifl40r_ E"( 3     D  t 6P20x344 lap2D$$If!vh5 55 5 5 #v #v#v #v #v :Vl  t 6P2x36,5 55 5 5 4p2kdX$$Iflr$ D% 3     t 6P20x3644 lap2DyK yK Rhttp://www.discoveringantarctica.org.uk/DyK yK <http://www.climatecrisis.net/DyK yK lhttp://www.aninconvenienttruth.com.au/truth/guide.htm$$If!vh5 55 5 5 #v #v#v #v #v :Vl4 t 6Px36++5 55 5 5 / 4p2\$$If!vh5 55 5 5 #v #v#v #v #v :Vl4  t 6P2x36+++,,5 55 5 5 4p2kde_$$Ifl4r$ D% 3      t 6P20x3644 lap2`$$If!vh5 55 5 5 #v #v#v #v #v :Vl4  t 6P2x36+++++,5 55 5 5 4p2kdb$$Ifl4r$ D% 3` `     t 6P20x3644 lap2U$$If!vh5 55 5 5 #v #v#v #v #v :Vl4  t 6P2x36++++5 55 5 5 4p2kd#f$$Ifl4r$ D% 3       t 6P20x3644 lap2L@L a{Normal$CJOJQJ^J_HaJmH sH tH f@f  Heading 1dd@&[$\$&5CJ0KH$OJQJ\^JaJ0mH sH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k@(No Listj@j o Table Grid7:V0HH  Balloon TextCJOJQJ^JaJ6U@6 x{q Hyperlink >*B*phFV@!F TJFollowedHyperlink >*B* ph4@24 WHeader  9r 4 @B4 WFooter  9r LORL /RGS Normal StyleCJOJQJ^JOb "{RGS body text bullets Char Char- & F dx^`CJOJQJmH sH Oq "{$RGS body text bullets Char Char Char$CJOJQJ^J_HaJmH sH tH V^@V m+ Normal (Web)dd[$\$OJQJ^JmH sH 6O6 W Hyperlink2 >*ph N,\,\ 7Xbc:;./noI >p] k } ~ m n   >    ! " { jkl;EFKL@Agh !67OZ6, pqxuvwS !DEFGTf}GH !" # b c !-!.!!!!!!"p#q#r#s#t#u###l$m$}$$%%&&&'9''''' (9(:(B((())**^+_+r+++++++++++,,,^,_,,,,,,,,,,,,----h.u...... //i/j///00H0I0000000O1P1c1d11?233H333344445555x6y6z6{6|66666666v7888999R:S:a:z:{:|:::;;Y;Z;;;;;;;;;;====Z=g=y=====>>>>>>;?D?DODDEEEE G GGFGWGXG`GG'HHIIIIIIIII*J+JJJJJJKKKKKKKKKKKKKKKOL\LnLLLLLLLDMEMMMMMFNpNqNNNiO~OOOOCPDPWPXPPP"Q#QQQ2R3R4R5R6R@RR'S(S8SS4T5TTTTTEURU\UtUUUUUVVVUVVVHWIW\WXXX*X+X,X2X3XXX'YXYYYYYYYYYYYYYYYY\\\\\ \ \ \ \ \\\\'\(\)\*\-\00000000000000000000000( 0000( 0( 0( 000000 0000000000000000000000 000000000000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000 0 0 0 0 0000Q 0Q 0Q 0Q 0Q 0T 0Q0Q0Q0Q0Q0Q0Q 0P0Q0Q0Q0Q0Q0P0Q0Q 0Q0Q) 0Q0Q0Q0Q) 0Q) 0Q) 0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q 0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q 0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0P0P0Q 0T 0Q 0Q 0Q 0Q 0Q 0T 0Q0Q0Q 0P0P0P0P0P0P0P0Q 0Q 0Q 0Q 0T 0Q 0Q 0Q 0Q 0P 0T 00000Q 0Q 0Q 0Q 0Q 0T 0Q0Q0Q0Q0Q0Q0Q0Q0Q 0Q0Q0Q0Q0Q0Q0Q0Q0Q 0Q0Q* 0Q0Q0Q0Q* 0Q* 0Q* 0Q0Q0Q0Q0Q0Q 0P0P0P0P0P0P0P0P0P0P0P0P0Q0Q 0P0P0P0P0P0P0P0P0P0P0P0P0P0P0P0P0P0Q 0T 0Q 0Q 0Q 0Q 0Q 0T 0Q0Q 0P0P0P0P0P 0Q 0Q 0Q 0T 0Q 0Q 0Q 0Q 0P 0T 0000 0 0 0 0 0 000000 00000000 00+ 0000+ 0+ 0+ 0 000000000000000000 000000000000000 0 0 0 0 0 0 0 00 000 0 0 0 0 0 0 0 0 0 0 0000 0 0 0 0 0 000000000 0000000000 00, 0000, 00, 00, 000000 000000000000 000000- 0- 0- 00 0 0 0 0 0 0 0 000 000000 0 0 0 0 0 0 0 0 0 0 00000 0 0 0 0 0 000000000 00000 00. 00. 0000. 00. 00. 00. 00000 0000000000000 00000000000000000 0 0 0 0 0 0 0 000 0000000 0 0 0 0 0 0 0 0 0 0 00000000000@0@00x 00 7Xbcno] k }    ! " { jl;EFKL@h!ZxuvwS !Tf}!p#u###}$$&'':(+++++++++,,,^,_,,,,,,,,,,,--u......j///0033333445{6|668R:S:a:z:{:|:::;;;;;;;;;;;=Z=g=y=====?KALAXCbCCODDE GFG`GIIIIIIIJKKKKKKKKKKKKOL\LnLLLLLFNiOCP6R@RR(S8SSTTEUUUVXXX*X+X,X2X'YYYYYYYY\\\\'\-\@00 {00 {00 {00 @00{00 @0 @00{0 0 {00 {0"0{0"0{0i0` {0"0{0&0@0 0@00@00 {0 0{0W0{0 0@00 {0)0 {0+0 {0 0 {00 {00 @00  @0@ @00 @00 @00 @00 @00 Oy000 {00 @00 @0 0 @0 0 {0>0 ;0@0@00 {00 {00 {00 @00 {00 {0P0 @010 @010@0 @00@050 @050@050{00{0 0 {00 {0"0{0"0{0"0{0"0@0 0@00 {0W0{0 0@0B0h @0B0@0B0 {0)0@00  {0)0 @00 @00 @00 @00 @00 {00 {00 @0L0@0L0@0 0@0 0 @0 0 @0 0 @0 0 ;0Y0 ;0Y0 {0;0 {0;0 {0;0 {0>0 {060 @00 {00 {00 {00 @00{00 @0 {0 0 {00 !{00 {0"0{0"0{0"0{0"0{0&0@0 0@00 {0W0@00 {0)0 @00 @00 @00 @00 @00 Oy000 Oy000{00 @0L0@0L0@0 0@0 0 @0 0 @0 0 @0 0 ;00 ;00 {0;0 {0;0 {0;0 {0>0 {060 @00 {00 {00 {00 @00@0 @00@0@0 {0 0{0 0 {00 {0"0{0"0{0i0{0"0{0"0{0&0{041{041@00 {0W0{0 0@00 @00 @00 @00 @00 @00 @00 Oy000 Oy000{00 @0 0 @0 0@0 0@0 0{00 {00 {0;0 {0;0 {0;0 {0>0 @00@00 {00 {00 {00 @00{00 @0 {0 0{0 0 {00 {0"0{0i0{0"0{0&0{041@00 {0t1@0@00 {0)0 @00 @00 @00 @00 @00 {00 @0 0 @0 0 @0 0 @0 0 @0 0 {01 {0;0 {0;0 {0;0 {0>0 {060 @0@0@00 {00 {00 {00 @00{00 @0 {0 0 ;01 ;{00 {0"0{0"0{0i0{0"0{0"0{041{041@00 {01@0@00 {0)0 @00 @00 @00 @00 @00 {00 @0 0 @0 0 @0 0 @0 0 {0;0` {0;0 {0;0 {0>0 {060 @00 0E8@0fM#H 0s8 ? c""$S%o+.0^3,456G;w>@zBCZEGKWOP*RS\TW7[D]^*`a'd,d369:;=@AEFJKLNQSVXZ[]`bcfhilnoqtuwz|}n kjl@ v"w"$%D%b(q+033478<RBSBCEbIbK'PQQSTW5Z^``a+d,d478<>?BCDGHIMOPRTUWY\^_adegjkmprsvxy{~+d5 A j    O a > tdr(((h)))*m*~**<+Z+v778"8|880999:>::GG$YQspQ;R$ukB(4DlT?b$l^=>;  @ 0(  B S  ?0(  h  C *Alogo_rgs"` p  C 2AGTTLogo_blue"`,\i-2T182T _Hlt228689382 _Hlt228698403 _Hlt228702832{*8H-\@@@|*8H-\*)& +)>u,)q-).) ?u/) q0)1)\2)3)>4)<' 5)L6) 7) 8)<" 9)䨙 :)$ ;)d <) =)T >) ?)Ԫ @)+ A)<, B)|, C), D)< #E)| #F) #G) #VVnn5)\0\0H;H;Z;C=C=@@AAyGyGGG K KV-\     XXvv9)^0^0J;J;e;E=E=@@AA{G{GGGKKV-\ 8*urn:schemas-microsoft-com:office:smarttagstimeB*urn:schemas-microsoft-com:office:smarttagscountry-region9*urn:schemas-microsoft-com:office:smarttagsplace8*urn:schemas-microsoft-com:office:smarttagsCity 024HourMinuteij  h o S_ir >B"!"&&'$'\'d'(())**--E.I.0055555566 77c7l7S=W=+J5JILMLTT\(\)\-\i s .!;!++:.A.H1M1::@@IIaQQ@XMX\(\)\-\33333333333388=s k   b >  "+-58BH ou&'&I&L&&&&&((h))***[+v78"88099EFFF+F?FG%H"=ܹ" RFLj2+mMH{ PD\oQ1ܵ-ffR|~< RTNYb>ZjH@ `MZ[2?`\k^w>9`z>sa ʈ+>&e}]K@g Ag4 ?hQHHwmnN:rzWA\T?h^`CJOJQJaJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hHh hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh,^`56B*CJOJQJaJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8l l ^l `OJQJo(hH8<<^<`OJQJ^Jo(hHo8  ^ `OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8||^|`OJQJo(hHhh^h`B*OJQJo(phhH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhh^h`B*OJQJo(phhH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8l l ^l `OJQJo(hH8<<^<`OJQJ^Jo(hHo8  ^ `OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8||^|`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hHh,^`56B*CJOJQJaJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hH^`CJOJQJaJ0o(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhh^h`B*OJQJo(phhH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh hh^h`OJQJo(h88^8`B*OJQJo(phhHh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8a a ^a `OJQJo(hH811^1`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8qq^q`OJQJo(hHh^`CJOJQJaJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJPJQJ^Jo(h^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh,^`56B*CJOJQJaJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hHh,^`56B*CJOJQJaJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh,^`56B*CJOJQJaJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8a a ^a `OJQJo(hH811^1`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8qq^q`OJQJo(hH^`CJOJQJaJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhh^h`B*OJQJo(phhH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8a a ^a `OJQJo(hH811^1`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8qq^q`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hHhh^h`B*OJQJo(phhH^`B*OJQJo(phhHpp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8a a ^a `OJQJo(hH811^1`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8qq^q`OJQJo(hHhh^h`B*OJQJo(phhH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`CJOJQJaJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhh^h`B*OJQJo(phhH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hHh^`CJOJQJaJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8pp^p`OJQJo(hH8@ @ ^@ `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8PP^P`OJQJo(hHh^`CJOJQJaJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`CJOJQJaJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8}}^}`OJQJo(hH8M M ^M `OJQJo(hH8^`OJQJ^Jo(hHo8^`OJQJo(hH8^`OJQJo(hH8^`OJQJ^Jo(hHo8]]^]`OJQJo(hH.n;K@gfk!`q^\fM#NYe#wmn RFL RT-ffR`MZ[~ S>Z 6)t! vk^20>sa{ P`R 55+>&e4=ZF?hD\oQ]I&~60JBn0+mM:rA 'Ag>9`zUu..Ͳ        x>                 x>                          x>        x>        nu6E                 x>                                    x>        x>        Ͳ                 X$        >        x>        H-        x>        Ͳ                 x>        x>        x>        x>                 x>                 Ͳ                 x>        x>        Ͳ        x>        x>        Ͳ        Ͳ        x>        C<]i=]k#ri=] vu#r vuXS8"  z!2)Vm{)Yo09 P_ yy  Tu Y5 S2jPBubORPh: <SHmn059TezT,W>\)iIyFzi} jGa 3#cDtiW W!v!`+"R"{" #O#0$:$+%8%X%8_&$K'c7(Z( )o)5)b)(*&- 8-9-~..G.Z.i./02E2z2? 3+4R48$5O6 7U7w7U&7NV7k7o899:9>99/:;<,<=re=;w?@r7@\@B BB(B{1B=CO{C )DW]DWE_"E vtXvwKw9wOwlwexyPyiyUz"{0{4{[]{a{WV|~ ~%~E~*N>QUObR X2H\q9UqZ~k ,tK{ O^#W 7y~=[nHp[ f*ddnOwt;6P^vcjqwDEo` @}t?@Q2n HsM ~p$aa Qx]gr<P[SJJ7aQ9_pv }{d] qeIv`iVN<Z0jhmy/t6KN} ;h~,kEWy2qv/'Rh@bVmNXa .-W[:dMlINwmPGo,h')8dRJh#%FA(j/>\ 4:\ac:j* NOlX@Dtwp&PTN: b};Km+ack1d4>U`gs0SVt%23I^EN6pe~Hv]ry=T IEuWdYo<>_(L_Lbv$ru{==+]6*O&tsW`[r 2z:-Am q'j-^PmMR~-= 7Xbco]    ! " { jk;EF!vwS !GTf}!u#'++++++++,,,,,,,,,,,--h.u....../03|6R:S:a:z:{:|:::;;;;;;;;;;==Z=g=y=====?LAXC GIIIIIIIIJKKKKKKKKKKKOL\LnLLLLLFNiO6REUXXX*X+X,X2X3X'YYYYYYYYYY\\-\@ TTP TT,\0@Unknown Gz Times New Roman5Symbol3& z ArialC Univers-Light7&  Verdana5& zaTahoma;& z Helvetica?5 z Courier New;Wingdings"qh FfTff SN/ SN/q24d[[ 3qH)?]Subject content Noel JenkinsEleanor.Coulber.                           ! " # $ % & ' ( ) * + , - Oh+'0 , H T ` lxSubject contentNoel Jenkins Normal.dotEleanor.Coulber26Microsoft Word 10.0@z9@)@4 @$ SN՜.+,D՜.+,< hp|  /[ Subject content TitleH _PID_HLINKS_AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName_ReviewingToolsShownOnceA@B6http://www.aninconvenienttruth.com.au/truth/guide.htm M?http://www.climatecrisis.net/Y<)http://www.discoveringantarctica.org.uk/GO9Fhttp://www.environment-agency.gov.uk/homeandleisure/floods/31656.aspx%'6http://flood.firetree.net/IJ3%http://merkel.zoneo.net/Topo/Applet/./0+http://www.youtube.com/watch?v=njTjfJcAsBg&!-Xhttp://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/glacial_systems/title_page.html18*Khttp://www.swisseduc.ch/glaciers/earth_icy_planet/glaciers02-en.html?id=108!'Ohttp://www.swisseduc.ch/glaciers/morteratsch/comparison/bernina-summit-en.htmlGA$vhttp://www.geographyinthenews.rgs.org/login.aspx?ReturnUrl=/member/newscasestudies/article/default.aspx?id=553&id=553D!Jhttp://observer.guardian.co.uk/international/story/0,6903,1001674,00.htmlA5http://www.pbs.org/wgbh/nova/sciencenow/3210/03.htmlZ]Ehttp://www.swisseduc.ch/glaciers/earth_icy_planet/glaciers13-en.html|bhttp://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/global_warming/newsid_1575000/1575441.stm'j'http://www.yourclimateyourlife.org.uk/]v8http://www.swisseduc.ch/glaciers/big_melt/index-en.htmlLFEhttp://www7.nationalgeographic.com/ngm/0707/feature2/multimedia.htmlV Phttp://www.discoveringantarctica.org.uk/multimedia/flash/3_seasonal_change.htmlQ !http://nsdic.org/glaciers/story/Cj$http://nsidc.org/data/google_earth/[\Ehttp://www.swisseduc.ch/glaciers/earth_icy_planet/glaciers02-en.html(?0http://www.antarctica2000.net/sounds/other.html impossiblenoel@juicygeography.co.ukNoel Jenkins  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`bcdefghjklmnopqrwRoot Entry FyData yi1TableM&WordDocumentk.SummaryInformation(aDocumentSummaryInformation8i4CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q