Indranil Sahoo

Stephen Tivenan, Indranil Sahoo, Yanjun Qian

Climate classification plays a vital role in agricultural planning, hydrological studies, and climate science. One of the most widely used systems for classifying global climate zones is the Köppen-Trewartha (KT) classification. However, the KT classification is fundamentally deterministic, offering discrete labels to spatial locations without accounting for uncertainties in classification. In this paper, we provide a framework for probabilistic modeling of climatic zones. We implement a feedforward artificial neural network (ANN) for classification, allowing for efficient, uncertainty-aware categorization of climatic regions, thereby offering a more nuanced understanding of transitional climate zones compared to traditional deterministic methods. We apply this method to the Sahara Desert region over the 30-year period of 1960 - 1989, using data at more than 400,000 space-time locations from the first 11 years to train our model. We assess the model's short- and long-term classification capabilities to evaluate its stability and accuracy over time. We also compare the probabilistic classification from our model with the traditional KT classification. In addition, we use fluctuation analysis methods to highlight the temporal evolution of climatic zones across the Sahara region and identify areas undergoing significant flux of probabilities of their climate classes, providing insights into broader trends in desertification.

Mauli Pant, Linda Fernandez, Indranil Sahoo

Understanding how environmental and operational conditions influence vessel speed is crucial for characterizing navigational conditions in the Arctic. We analyzed Automatic Identification System (AIS) data from 2010-2019 to examine vessel speed over ground (SOG). Over half of the AIS records showed zero SOG, and treating zero and positive SOG as a single continuous process can obscure important patterns. We therefore applied a two-stage machine learning framework, first modeling the probability of SOG greater than zero and then modeling SOG conditional on being positive. AIS observations were integrated with sea ice concentration, course over ground, wind, bathymetric depth, distance to coast, vessel group, and navigational status. Gradient boosted decision trees with random effects captured nonlinear environmental responses while accounting for repeated observations. The positive SOG classifier achieved strong discrimination (AUC = 0.85), while the conditional speed model explained approximately 77 percent of out-of-fold variance. SHAP values quantified covariate effects by decomposing model predictions into additive contributions from individual variables. Distance to coast and bathymetric depth were dominant determinants of both the likelihood and magnitude of vessel speed, while changes in course, vessel group, and navigational status introduced secondary variation. Wind and sea ice effects were modest. Together, these results empirically characterize Arctic vessel operating regimes relevant to speed management and corridor-level assessment.

Anthony Frazier, Joethi Silva, Rachel Meilak et al.

In this study, we examine a set of primary data collected from 484 students enrolled in a large public university in the Mid-Atlantic United States region during the early stages of the COVID-19 pandemic. The data, called Ties data, included students' demographic and support network information. The support network data comprised of information that highlighted the type of support, (i.e. emotional or educational; routine or intense). Using this data set, models for predicting students' academic achievement, quantified by their self-reported GPA, were created using Chi-Square Automatic Interaction Detection (CHAID), a decision tree algorithm, and cforest, a random forest algorithm that uses conditional inference trees. We compare the methods' accuracy and variation in the set of important variables suggested by each algorithm. Each algorithm found different variables important for different student demographics with some overlap. For White students, different types of educational support were important in predicting academic achievement, while for non-White students, different types of emotional support were important in predicting academic achievement. The presence of differing types of routine support were important in predicting academic achievement for cisgender women, while differing types of intense support were important in predicting academic achievement for cisgender men.