MetEd: Meteorology Education and Training. Operated by the COMET Program

Description:
This presentation by Dr. Eve Gruntfest raises important issues of how floods and other disasters, including land-falling hurricanes and their related warnings, affect public attitudes and actions. Awareness of these social science considerations is important for persons responsible for public weather warnings as well as other types of public interaction.

Estimated time to complete: 30 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2001-03-26

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Description:
Hazardous weather affects us all. To help local emergency managers cope with weather hazards they may face, the Federal Emergency Management Agency (FEMA) and the National Oceanic and Atmospheric Administration's (NOAA) National Weather Service (NWS) offer a course titled Hazardous Weather and Flooding Preparedness. However, many people who make weather-related decisions are unable to attend this 2-3 day course.

The purpose of this Web-based course, Anticipating Hazardous Weather and Community Risk, is to provide background on weather and weather hazards for emergency managers and other decision makers. This course is intended to complement on-site courses offered by FEMA and NWS, so that they can focus on local hazards and community risk factors.

This course covers:

• Weather: How and why it forms
• Hazardous weather: Fact sheets on different phenomena
• Forecasting weather: The forecast process and products issued by the NWS
• Warning Partnership: How the NWS and emergency managers generate and communicate warnings
• Desktop Exercise: An opportunity to apply what you have learned in a flash flood scenario

FEMA Independent Study credit is available for those who complete the course and pass the exam. The subject matter experts for Anticipating Hazardous Weather and Community Risk are Randall C. Duncan, CEM - Sedgwick County (KS) Emergency Management, Bob Glancy - NWS, Bob Goldhammer - Polk County (IA) Emergency Management, Curt Nellis - County of Shenandoah (VA) Department of Fire and Rescue, John Ogren - NWS, and Bruce Sterling - Portsmouth (VA) Emergency Management.

Objectives:
• Explain basic processes that cause and/or signal hazardous weather
• List the main weather hazards and the factors that determine community risk
• Describe the basic weather forecasting process and its limitations
• Discuss various techniques for communicating information about weather hazards
• Distinguish which NWS forecast products are appropriate in various situations
• Analyze various source of information about a weather hazard and formulate a plan for dealing with a potential disaster

Estimated time to complete: 4-5 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2001-03-08

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Description:
This Webcast is an introduction by Dr. Alan Czarnetski of the University
of Northern Iowa to the CAMEO and HYSPLIT Models. CAMEO is often used by emergency managers to estimate local impacts (within 10 km) from a
hazardous atmospheric release. It consists of three main modules: a
chemical database, a dispersion model, and a mapping application. The
HYSPLIT model is a long-range transport and dispersion model that is
commonly used to track releases from nuclear power plants and smoke plumes
from forest fires. The module assumes that the user has already viewed the
Webcast, "Dispersion Basics", available from the main menu under
Topics|Other.

Objectives:
• Describe the CAMEO model and its three components
• Explain the inputs required for a CAMEO run
• Describe the HYSPLIT model and its required inputs
• Explain the uses and limitations of both models

Estimated time to complete: 33 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2003-02-17

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Description:
The Federal Emergency Management Agency (FEMA) and the National Oceanic and Atmospheric Administration's National Weather Service (NWS) annually hold courses, called An Introduction to Hurricane Preparedness, at the National Hurricane Center in Miami, Florida. The number of students who can attend every year is far less than the number of people who are involved in making decisions during hurricanes.

The purpose of this computer-based course, Community Hurricane Preparedness, is to provide emergency managers and decision makers who cannot attend the course with basic information about:

• How hurricanes form
• The hazards they pose
• How the NWS forecasts future hurricane behavior
• What tools and guiding principles can help emergency managers prepare their communities

Community Hurricane Preparedness is not intended to take the place of the Miami course or other courses sponsored by FEMA and/or state agencies. However, it will provide a good background for those who have not yet attended those courses.

The subject matter experts for Community Hurricane Preparedness are Max Mayfield – NWS, William Massey – FEMA, Dr. Robert Smith – FEMA, John Wilson – Lee County Division of Public Safety, and William Winn, Jr. – Beaufort County Emergency Management Department.

Objectives:
• Describe the basic processes and factors that contribute to the development, growth and demise of a hurricane
• Identify the parts of a hurricane
• List ways in which meteorologists monitor hurricane development
• Describe hazards from hurricanes
• Discuss the basic hurricane forecasting process and its limitations
• Analyze various source of information about a hurricane and formulate a plan for dealing with the potential disaster

Estimated time to complete: 4-5 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 1999-12-10

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Description:
This is the first module of a two-part series offering an introduction to the science explaining catastrophic dam failure and flood-wave prediction methods associated with these events. Through use of rich illustrations, animations, and interactions, this module explains key terminology and concepts including dam types and purposes, failure statistics, the general dam failure process, open channel hydraulics, critical flow, Manning's equation, and conveyance. The information covered in this two module series will provide a scientific foundation for advanced course work needed to run dam break simulations and to conduct hydraulic modeling as a part of dynamic wave forecasting.

Objectives:
After completing this module you should be able to:
* Define dam-related terminology
* Identify dam types and purposes
* Be familiar with dam failure modes and statistics
* Comprehend the basic principles of open channel hydraulics
* Recognize subcritical, critical, and supercritical flow conditions
* Understand the elements of Manning’s equation
* Be familiar with the concept of conveyance

Estimated time to complete: 45 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2008-03-19

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Description:
This second module in the two-part series expands on the science explaining catastrophic dam failure and flood-wave prediction methods associated with these events. Through the use of rich illustrations and interactions, this module introduces the St. Venant equations for dynamic wave flow, and flood wave characteristics. It also explains the general dam failure modeling process along with advantages and limitations of dam failure models including model stability, accuracy, and sensitivity issues. Finally, it also provides an overview of the Teton River dam failure, one of the most famous hydrologic events in U.S. history. The two modules that comprise this series are designed to be taken consecutively and together provide a fundamental understanding of this complex hydrologic topic.

Objectives:
After completing this module you should be able to:

* Describe basic features of the dam failure modeling process
* Recognize terms within the St. Venant equation
* Describe flood wave characteristics
* Describe model stability, accuracy, and sensitivity issues
* Assess advantages and limitations of three dam failure models
* Describe issues surrounding input and output of hydraulic models, including input data and data sources, and use of modeling scenarios
* Compare features of hydraulic versus empirical models
* Describe key issues involved in the Teton River dam failure

Estimated time to complete: 1 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2008-08-25

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Description:
A webcast presentation by Dr. Timothy Spangler (Director of the COMET Program and a former air quality consultant). This 25-minute lecture provides an overview of the basics of dispersion, the effects of different atmospheric conditions on dispersion, and how dispersion is commonly modeled after an accidental release of a hazardous material.

Objectives:

• Define what is meant by the terms “dispersion” and “exposure”


• List the main factors that determine dispersion and exposure


• Differentiate between the 5 main plume types


• Explain the factors involved in plume rise and why plume rise is important


• Discuss the main components involved in calculating concentration


• Describe the differences between a Gaussian model, a Gradient Transport Model, and a Puff Model


• List important situations in which common dispersion models may not provide good concentration estimates

Estimated time to complete: 25 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2002-11-12

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Description:
This module provides a comprehensive overview of the three main dimensions of the fire environment triangle: fuels, topography, and weather. Five interactive case studies illustrate the interdependent influences these three dimensions have on fire behavior. A wide range of fire behavior is also discussed in terms of the environmental factors that support or suppress fire ignition and spread. As part of the Advanced Fire Weather Forecasters Course, this module is meant to introduce forecasters to science of fire behavior.

Objectives:
1. Identify key factors contributing to the fuels dimension of the fire environment triangle, including fuel properties, components, complexes, states, moisture levels, and continuity.
2. Identify key factors contributing to the topography dimension of the fire environment triangle, including slope, aspect, elevation, and soil moisture.
3. Identify key factors contributing to the weather dimension of the fire environment triangle, including temperature, humidity, winds, and instability.
4. Given a case situation including descriptions of fuels, topography, and weather, identify the fire behavior most likely to occur.

Estimated time to complete: 1.5 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2008-03-19

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Description:
This module is an introduction to NOAA's next generation Geostationary Operational Environmental Satellite-R (GOES-R) series, focusing on the value and anticipated benefits derived from an enhanced suite of instruments for improved monitoring of meteorological, environmental, climate, and space weather phenomena and related hazards. An extensive set of visualizations highlight GOES-R and its advanced observing capabilities for providing support in thirteen key environmental application areas including air quality and visibility, climate, cloud icing, fires, hurricanes, land cover, lightning, low clouds and fog, marine and the coastal environment, precipitation and flooding, severe storms and tornadoes, space weather, and volcanoes. The module includes an overview of the GOES-R space and ground infrastructure, highlighting key elements and services of the GOES-R program. In addition, the module reviews and contrasts basic concepts and capabilities applicable to geostationary and polar-orbiting satellites, exploring the complementary nature of the two systems. The module concludes with a collection of resource materials, including imagery, animations, and tables extracted from the module for easy access and for use in development of presentations and other learning materials.

Objectives:
After completing the module the learner will be able to:
• List several environmental hazards and phenomena where GOES-R satellite observations are expected to benefit users.
• Describe some of the key anticipated benefits as they relate to GOES-R monitoring of those same environmental hazards and phenomena.
• Describe the main GOES-R mission objectives.
• State the fundamental difference between geostationary and polar-orbiting satellites and briefly describe the advantages of each.
• List the major instruments (or instrument suites) on board the GOES-R satellites and briefly describe what each is designed to provide.
• Describe some of the GOES-R services and their significance to the overall success of the GOES-R mission.
• Describe the concept of a global observing system and the role of environmental satellites.

Estimated time to complete: 1 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2008-12-19

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Description:
Designed primarily for middle school students and funded by FEMA and the NWS, this module creates a scenario to frame learning activities that focus on hurricane science and safety.

Over the course of seven days, Hurricane Erin forms in the Atlantic Ocean, crosses the Florida peninsula, and then makes another landfall at Fort Walton Beach. During these days, the learner is introduced to many basic concepts of atmospheric science, climate, and geography, while also learning some important and possibly life-saving safety and preparedness skills. The module includes several interactive games and activities that address hurricane meteorology and hurricane safety.

Teachers and others who use the module for public education will find the "Information for Teachers" section particularly useful. This section provides information about all of the main learning objects in the module, as well as access to them as stand-alone activities. Links to numerous hurricane-related Web sites are also included, as are links to expert advice about helping children deal with trauma. Worksheets that test the learner's understanding of the module's content are provided in this section, as well as throughout the module. Versions are also available for hearing, motor, and visually impaired students.

Estimated time to complete: 2-3 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2002-05-10

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Description:
This website provides an overview of factors that affect the ignition and spread of wildfire. Information is presented with 3-dimensional graphics and animations as well as audio descriptions and commentary provided by a fire behavior expert. You don't need extensive background in fire science or weather forecasting to use this site.

Estimated time to complete:

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2002-08-21

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Description:
NWS Support During Hazardous Materials Emergencies will help forecasters develop operational competence with atmospheric dispersion support by teaching:
1. What types of weather data inputs are required for the short-range dispersion models typically used by emergency managers
2. What types of weather data inputs are required for the medium- and long-range dispersion models run by outside agencies (that is, not by the emergency managers themselves)
3. What required and supplemental data inputs should or can be supplied to NCEP Central Operations for special HYSPLIT runs
4. The types and scales of events that are appropriate and inappropriate for modeling by NCEP's HYSPLIT model
5. What key uncertainties can cause misleading dispersion model forecasts
6. The processes and limitations of CAMEO/ALOHA and HYSPLIT, the main two dispersion models NWS forecasters will likely have contact with on the job
7. How to read and interpret CAMEO/ALOHA and HYSPLIT output

Objectives:
The following learning objectives specifically addressed by this module were extracted from the above document:

1.1.3 Emergency management officers will know what types of information and services can be provided by NWS offices during hazardous release events.

1.4 Forecasters will know what types of weather data inputs are required for short-range dispersion modeling software (CAMEO/ALOHA) typically used by emergency managers.

1.5 Forecasters will know what required and supplemental data inputs should/can be supplied to NCEP Central Operations for special HYSPLIT runs.

2.1.1 Forecasters will be able to distinguish between short and medium/long-range release events.

2.1.2 Forecasters will be able to describe the overlap zone between short and medium/long-range models, where both should be consulted and compared.

2.2 Forecasters will be able to describe the range of temporal and spatial scales for which HYSPLIT is appropriate.

2.3 Forecasters will be able to identify events and release types that are inappropriate for HYSPLIT.

3.1 Forecasters will be able to state or list the key uncertainties that can cause misleading dispersion model forecasts.

4.2 Forecasters will be able to explain (in simple terms) the processes and limitations associated with basic gaussian dispersion models such as ALOHA.

4.3 Forecasters will be able to explain (in simple terms) the processes and limitations associated with more complex transport and dispersion models such as HYSPLIT.

4.4 Forecasters will be able to explain the significance of the different confidence contours and possible countour shapes (oblong, oval, circular) plotted by CAMEO-ALOHA.

4.5 Given a normalized concentration plot and a set of recommended concentration hazard thresholds, forecasters will be able to explain how to convert normalized concentrations to actual concentrations.

4.6 Given HYSPLIT output, forecasters will be able to identify and interpret concentration, exposure, and deposition results.

Estimated time to complete: 2-3 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2004-09-28

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Description:
This module is primarily intended for AFWA and other military forecasters. It explains the basics of how hazardous materials are dispersed in the atmosphere and how emergency responders and others model the transport and impact of the materials. The goal is to acquaint forecasters with the inputs needed for modeling and to encourage them to be proactive in providing their site-specific knowledge to improve dispersion predictions.

Objectives:
The module’s learning objectives are for forecasters to:

1. Describe the main factors that influence pollutant dispersion
2. Understand the basic inputs and outputs used in emergency response models
3. State or list the key uncertainties that can cause misleading dispersion model forecasts
4. Provide the meteorological inputs likely to be needed by an emergency responder
5. Use the forecasters’ local expertise to provide site-specific information that an emergency responder may not think to request

Estimated time to complete: 1.5 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2006-10-16

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Description:
This module features an audio and visual tour of sites affected by the Fort Collins, Colorado urban flood that occurred on 28 July 1997. The tour is led by Matthew Kelsch and includes eyewitness accounts of that night's events from John Weaver. This interactive virtual field trip module summarizes many of the important common aspects of flash floods occurring in urban environments.

Estimated time to complete: 60 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2001-05-24

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Description:
This course will help meteorologists and others broaden their understanding of the impacts of weather and climate on public health, including the impacts of heat waves and cold temperatures, winter storms and thunderstorms, flooding, drought, poor air quality, tornadoes, hurricanes, wildfire, UV radiation, and others. This course is directed to broadcast meteorologists, in particular, who play a critical role in the community by helping the public to protect against weather-related health threats and by promoting good health. The course also describes the public health communication system, providing information about reliable public health services, tools, and resources.

Objectives:
1. Identify key health-related impacts, factors, implications, and recommendations associated with various weather events, including heat waves and cold temperatures, winter storms and thunderstorms, flooding, drought, poor air quality, tornadoes, hurricanes, wildfire, UV radiation

2. Describe how broadcast meteorologists, working in partnership with public health agencies, can help protect and enhance the health and well-being of the viewing public.

3. Identify key public health support services, tools, and resources that are available to broadcast meteorologists at local, state, and national levels.

4. Identify the basic components of effective risk communication.

5. List or identify some examples of weather-related public health risks that may increase with global climate change.

6. Demonstrate an understanding of the causal interdependences that exist between climate, weather, and health.

Estimated time to complete: 2 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2008-11-25

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Description:
Todos los años, la Agencia Federal para la Administración de Emergencias (Federal Emergency Management Agency, o FEMA) y el Servicio Nacional de Meteorología (National Weather Service, o NWS) de la Administración Nacional de Servicios Oceánicos y Atmosféricos (National Oceanic and Atmospheric Administration, o NOAA) de los Estados Unidos imparten de 2 a 4 cursos titulados An Introduction to Hurricane Preparedness (Introducción sobre cómo prepararse para un huracán) en el Centro Nacional de Huracanes (National Hurricane Center), en Miami, Florida. El número de personas que pueden asistir cada año es considerablemente inferior a la cantidad de personas que participa en el proceso de toma de decisiones cuando hay un huracán.

Este curso por computadora, llamado Huracanes: Preparación de la comunidad, tiene el propósito de proporcionar a los administradores de centros de operaciones de emergencia y a aquellas personas que participan en el proceso de toma de decisiones, pero que no pueden tomar el curso, información básica acerca de:

cómo se forman los huracanes
los peligros que representan
cómo el NWS pronostica la actividad de los huracanes para el futuro
las herramientas y los principios que los administradores de centros de operaciones de emergencia pueden utilizar y seguir para preparar a sus comunidades
Huracanes: Preparación de la comunidad no pretende suplantar al curso que se imparte en Miami, ni tampoco a ningún otro curso patrocinado por FEMA y/o las distintas agencias estatales. Sin embargo, puede ofrecer una buena base a aquellas personas que todavía no han tenido la oportunidad de asistir a dichos cursos. Lo animamos a ponerse en contacto con la oficina de administración de emergencias de su estado para averiguar qué otros cursos se ofrecen.

Nota: La versión en español del curso Huracanes: Preparación de la comunidad no contiene todos los materiales que se incluyen en la versión en inglés (que se describe a continuación). En la actualidad, no se ofrece una Quick Tour (Visita rápida) y, además, el enlace Comenzar el curso que aparece en la página inicial de la versión en español lleva sólo al contenido completo de las tres primeras secciones del curso (Conceptos básicos, Peligros y Pronosticación).

Estimated time to complete: 3-4 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
 * Plug-in information

Last published on: 2000-07-11

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