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

Description:
Antarctica: Challenging Forecasts for a Challenging Environment features two educational pieces. The first is the overview giving the general audience a broad look at Antarctica including some history, interesting facts, real-life experiences, climate, and the challenges inherent to this frozen continent. The second is the main presentation where experts in Antarctic research and forecasting, share their knowledge of the continent. They discuss forecasting challenges as well as present and future research topics while providing elaborations on the uniqueness in Antarctica’s location, topography, and forecasting techniques as compared to other parts of the globe.

Objectives:
1. Give the general audience a basic understanding of the uniqueness of Antarctica.
2. Give prospective Antarctic forecasters or meteorology students an understanding of the challenges in forecasting weather in Antarctica.
3. Provide students an overview of the tools used to monitor and forecast Antarctica’s weather.
4. Describe the connection of Antarctica with the rest of the earth’s climate system and the research that seeks to discover how it influences that system.

Estimated time to complete: 90 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2007-08-14

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Description:
In this Southern Hemisphere-focused module, the student can work through one major Australian severe thunderstorm event in detail and examine aspects of two other severe thunderstorm events as well. Follow a forecast time-line to assess data and make decisions from the pre-storm phase through the warning phase.



NOTE: The Bureau of Meteorology owns this module, NOT the COMET Program.

Estimated time to complete: 4-6 h

Includes audio: no

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2003-04-23

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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®
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Last published on: 2003-02-17

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This module is not available on the Web. To order a CD, please see our contact information.

Description:
test by Mark

Estimated time to complete:

Includes audio: no

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Last published on:

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Description:
This 10-minute Webcast was developed from a presentation at the Naval Research Laboratory in April 2003 by LTJG Matt Henigin. LTJG Henigin reviews techniques for making visibility forecasts by combining surface observations with remote sensing data to estimate visibility in areas where no surface observations are available. Examples in the Webcast are drawn from southwest Asia.

Objectives:
• Describe the process for extrapolating visibility conditions in areas with no in-situ observations
• State the advantages of enhancing imagery for visibility forecasting
• State the reason for looping data for feature identification

Estimated time to complete: 10 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2003-07-23

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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®
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Last published on: 2002-11-12

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This module is not available on the Web. To order a CD, please see our contact information.

Description:
Weather agencies and forecast organizations everywhere are trying to keep pace with the ongoing modernization of both sensing and data acquisition systems. More than ever, forecasters require a coherent framework within which to master this rapidly increasing supply of new data formats in order to properly observe, organize, analyze, diagnose, and forecast meteorological conditions and events. Forecast Process is designed to meet that need.

The instructional goal of Forecast Process is to assist the learner in developing and applying a systematic approach to operational forecasting. Following the Forecast Funnel theory, this module represents the scales of interaction (hemispheric, synoptic, mesoscale, and local) that influence the onset of and changes in weather events for a particular forecast area. Clear representative examples of these scale interactions establish a context for demonstrating essential forecasting skills.

Because it serves as a general reference for the other COMET modules, we recommend taking Forecast Process as a prerequisite for all modules. We also recommend as background for this module, familiarity with numerical weather prediction products, short/long wave and blocking patterns, surface and constant pressure charts, cyclonic/anticyclonic flows, and satellite imagery, as well as general experience in identifying and conceptualizing basic weather patterns.

The subject matter experts for Forecast Process are Mr. Len Snellman and Mr. Eric Thaler.

Estimated time to complete: 3-5 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 1996-01-01

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Description:
Forecasting Dust Storms is the latest module in the Mesoscale Meteorology Primer. The module starts by discussing the conditions required for a dust storm, including an appropriate source of dust, sufficient wind and turbulence, and an unstable atmosphere. The module then explores the fate of dust in the atmosphere including dispersion, advection, and settling. The concluding section on forecasting examines a case in the Middle East and demonstrates the use of a mesoscale NWP model, as well as next-generation dust forecasting models.

Objectives:
After completing this module, the learner should be able to do the following things:

With regard to dust storm characteristics:

• Describe how visibility varies near severe dust storms
• Recall the average height of dust storms
With regard to sources of dust:
• Describe the soil types in appropriate source regions for dust storms
• Recall that blowing dust usually does not occur for at least 24 hours after a rainfall
• Identify potential source regions with satellite imagery

With regard to atmospheric conditions required for dust storms:

• Recall the threshold wind speed for lifting fine dust particles.
• Describe the atmospheric conditions that promote lofting of dust in terms of stability and turbulence
• List the 3 ways that turbulence typically arises in the atmosphere
• Describe the effect of nightfall on dust storms

With regard to the dissipation and dispersion of dust storms:

• Describe the atmospheric factors that influence the dispersion of dust
• Describe the effect of precipitation on suspended dust and why this occurs
• Recall how quickly dust settles once winds die down

With regard to the climatology of dust storms:

• List the most common synoptic patterns for raising dust in the Middle East
• Define Shamal
• List at least 3 mesoscale weather phenomena that result in dust storms
• Describe how haboobs and dust devils originate
• Describe how winter dust storms differ from summer dust storms

With regard to the satellite detection of blowing dust:

• Describe how dust appears on IR images, during both day and night and over both land and water
• Describe how dust appears on visible images, during both day and night and over both land and water
• Describe the advantages of imagery from polar orbiting and geostationary satellites
• With regard to forecasting dust storms:
• List the tools available for observing dust storms.
• Describe how mesoscale NWP models can help with a dust storm prediciton
• List the dust storm forecasting models and describe their respective advantages

Estimated time to complete: 2 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2003-10-23

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Description:
This Webcast, presented by Dr. Jim Moore of St. Louis University, covers the advantages and applications of diagnosis and visualization of large-scale flow and vertical motion on surfaces of constant potential temperature. The movement of moisture along these surfaces is emphasized, as is the diagnosis of the components of vertical motion. Background mathematical concepts are presented, then illustrated with soundings, cross sections, and plan view analyses of data from multiple cases.

Objectives:
1. Understand the concepts of pressure advection and system relative flow.

2. Understand dynamic destabilization and associated environmental moistening.

3. Diagnose static stability, upper fronts and CSI in this framework.

4. Examine at frontogenesis and transverse jet streak circulations on vertical cross sections with analyzed potential temperature fields.

5. Examine the components of vertical motion in an isentropic framework.

6. Compare the advantages and disadvantages of isentropic analysis.

7. Examine a wintertime case study utilizing isentropic analysis.

Estimated time to complete: 1 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2002-11-19

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Description:
This Webcast is based on a presentation given by Dr. James T. Moore of Saint Louis University at the 5th Annual MSC/COMET Winter Weather Workshop on 30 November 2004 in Boulder, Colorado. Dr. Moore reviews many aspects of jet streak dynamics including convergence/divergence, ageostrophic winds, propagation, and coupled jets.

Objectives:
• Define "jetstreak"
• Note the divergence associated with upper-level waves
• Describe the relationship of divergence with vertical windshear
• Describe the relationship of the ageostrophic wind components with upper-level and low-level jets
• Compare the direct thermal circulation in the entrance region with the indirect thermal circulation in the exit region of an upper-level jet
• Identify how the curvature of an upper-level jet affects divergence and convergence
• Describe the impact thermal advection has on vertical motion and entrance and exit circulations
• Gain an understanding of the characteristics of unbalanced jets and coupled jets

Estimated time to complete: 50 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2005-04-25

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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®
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Last published on: 2004-09-28

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Description:
This prototype module was originally intended as a review of seasonal weather regimes and hazards for regions that are of particular interest to the Air Force Weather Agency. Although the project was discontinued, the section on summer weather in the southeast U.S. is available as an forecaster's training aid and as an example of this type of training.

Estimated time to complete: 1 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2002-05-08

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Description:
Meteorologists typically examine atmospheric soundings in the course of preparing a weather forecast. The skew-T / log-P diagram provides the preferred method for analyzing these soundings. This module comprehensively examines the use of the skew-T diagram. It explores thermodynamic properties, convective parameters, stability assessment, and several forecast applications. The module is designed for both instruction and reference. It also comes with an interactive Web-based skew-T diagram that calculates several common forecast parameters.

Objectives:
Module Goal
The goal of this module is to teach the novice forecaster to effectively use the skew-T/log-P diagram. After completing the module, they should be able to read and interpret a sounding plotted on a skew-T/log P diagram and apply that information to a weather forecast.

Performance Objectives

1. Given a skew-T/log-P diagram, identify and describe the various lines.


2. Given a sounding plotted on a skew-T/log-P diagram:




• Read or calculate the thermodynamic properties at various levels.


• Determine the convective levels, including the LCL, CCL, LFC, MCL, EL, and MPL.


• Determine stability indices such as LI, SSI, KI, TT, and SWEAT and use them to assess the potential for severe weather.




3. Describe how CAPE and CIN are determined.


4. List and describe the different types of stability and identify them in a sounding plotted on a skew-T diagram


5. List and describe the different types of lapse rates and relate them to stability.


6. List and describe processes that alter stability and give examples of common cases where those processes occur.


7. Given a suitable synoptic environment and a sounding plotted on a skew-T/log-P diagram, interpret the sounding with regard to common forecast problems.

Estimated time to complete: 6-8 h

Includes audio: no

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2006-10-04

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Description:
This 7-page module provides a primer on geostrophic adjustment concepts. It discusses their application for understanding and forecasting real weather features, interpreting model forecasts, and recognizing the type and duration of impact that observations exert on the model forecast. The module also includes an interactive Exercises section.

Estimated time to complete: 1 h

Includes audio: no

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2002-11-25

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Description:
In this Webcast, Dr. Schultz outlines the subtle and often confusing issues surrounding conditional symmetric instability. Material is then presented to encourage the meteorological community to properly apply these concepts to diagnose actual regions of CSI and apply that knowledge to forecasting banded precipitation. Avenues for future research are also discussed.

This lesson is based on an article of the same name that appears in the Dec.1999 issue of the AMS journal, Monthly Weather Review. In response to feedback, a version of this Webcast that can be installed on your computer for local playback is also provided.

Objectives:
1. Point out pitfalls so that they don't continue to be perpetuated

2. Illustrate some deficiencies in our understanding of CSI

3. Recommend operational uses of CSI that are consistent with our current state of knowledge

4. Encourage future operational research explorations

Estimated time to complete: 30 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2000-01-07

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Description:
This Webcast, presented by Tom Lee (Naval Research Laboratory, Monterey,
California) demonstrates techniques for dust detection using standard visible and longwave infrared window channels available worldwide on geostationary and polar-orbiting satellite instruments. Several examples from southwest Asia and Africa demonstrate techniques such as using control images, stretching enhancement curves, and using looping to highlight dust features.

Estimated time to complete: 25 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2003-10-06

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Description:
This short course provides broadcast meteorologists with knowledge and instructional materials to help them understand watersheds as our environmental home and to help their viewers understand the relationship between the weather and the health and protection of the environment. Environmental impacts in many areas of the country result from the daily actions of people. We can easily see the consequences of a major oil spill at sea that is driven ashore by winds and ocean currents, but what about the fertilizer that people put on their lawns and the de-icer they apply to their driveway, or changing the car’s oil in the backyard, or the pet waste in the yard or local park? Combined with weather, all of these have an impact on both the local environment and the larger regional environment.


This short course takes a story-telling approach through the use of movie-like sequences of audio and imagery to show how the concept of a watershed can be related to local concerns and to connect it to people in a personal way. The goal of this course is to:

Provide an understanding of a watershed as the local environment in which people’s actions and decisions play against the background of daily and seasonal weather to affect the quality and health of their local watershed as well as the larger system of watersheds of which their watershed is one part.

Objectives:

• Know how to describe a watershed and locate the watersheds for your viewing region.


• Be able to find the hydrologic address of a watershed and describe how watersheds are interconnected into a river system.


• Be able to relate the concept of a watershed to urban settings.


• Know the distribution of water within a watershed and how to find water sources for a population center in your viewing area.


• Describe how sources of non-point pollution, especially in urban areas, impact water quality.


• Know how human-engineered changes in the watershed affect the location and severity of flooding following heavy precipitation events.


• Be able to relate the impact of drought on a watershed and watershed system.

Estimated time to complete: 2 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2006-08-30

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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®
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Last published on: 2008-11-25

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Description:
Anticipating and dealing with weather and the hazards it creates is a real challenge for those in departments of transportation. This module gives road and highway managers a basic understanding of meteorology and weather hazards so that they can better interpret weather forecast information used to make road management decisions. The module also highlights web-based forecast products available from the National Weather Service that can help in the decision-making process.

Objectives:
• Understand what creates and modifies weather
• Define common terms used in meteorology and weather forecasting
• Given two different sources of weather information, decide which one is the best to use at a given time.
• Identify which NWS data and forecast products available on the Web can be used to help make road management decisions
• For different weather events, define terms commonly used and describe conditions that make road travel hazardous.

Estimated time to complete: 2-3 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2008-07-21

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Description:
This short course provides broadcast meteorologists, educators, and the public with an overview of the evolution of our modern urban environment with a focus on impacts on the urban watershed, air quality, and climate. This course complements the course Watersheds: Connecting Weather to the Environment and both are part of the Earth Gauge™ environmental curriculum for weathercasters and educators. This curriculum is being developed by the National Environmental Education Foundation (NEEF). [See http://www.earthgauge.net/wp/]

Unit 1, Where We Live, takes a look at past and current U.S. growth patterns and the way our urban areas have evolved from compact population centers to automobile-dependent sprawl. Unit 2, Impacts on the Watershed, explores how the built environment affects the water that moves through an urban watershed. Unit 3, Impacts on the Atmosphere, highlights the way our urban landscape and industrial activities impact the air we breathe and the local climate. Each unit includes information on ways to reduce our impact on our water and air with ideas ranging from simple changes in our commuting and housekeeping habits to changes in how we build houses and roads.

Objectives:
Unit 1: Where We Live
• Understand current growth trends in the United States
• Become aware of the geographic extent and patterns of current growth trends
• Recognize some of the historically significant growth patterns.
• Understand the evolution of American cities and the factors that have driven their growth

Unit 2: Impacts on the Watershed
• Identify aspects of the built environment that are impacted by heavy precipitation events
• Explain the relationship of landscaping and developed land features to maintaining water quality
• Gain an understanding of "low impact" and other site design measures as they relate to improving both water quality and quantity

Unit 3: Impacts on the Atmosphere
• Define the urban heat island (UHI) effect
• List the main mechanisms that cause the UHI
• Describe the climatology of the UHI
• List actions that can mitigate the UHI
• List the major source of air pollutants
• List the five air pollutants monitored by the AIRNow daily air quality index
• Recognize weather conditions that negatively impact air quality
• Become aware of personal actions that can reduce air pollution

Estimated time to complete: 60 min

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2008-02-22

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Description:
"Writing TAFs for Winds and LLWS" is the third unit in the Distance Learning Aviation Course 2 (DLAC2) series on producing TAFs that meet the needs of the aviation community. In addition to providing information about tools for diagnosing wind and wind impacts, the module extends the Practically Perfect TAF (PPTAF) process to address airport-specific criteria. By understanding the criteria at airports for which they produce TAFs, forecasters will be better able to produce a Practically Perfect Site-Specific TAF (PPSST). The unit also examines how to effectively communicate logic and uncertainty in an aviation forecast discussion (AvnFD) and addresses maintaining an effective TAF weather watch and updating the TAF proactively.

Objectives:
* Describe the importance of accurate wind forecasts to various customers
Issue Practically Perfect TAFs that are sensitive to airport-specific criteria (i.e., PPSST—Practically Perfect Site Specific TAFs)
* Create a PPSST that meets customer needs for different airports
* Use tools, products, and data to limit uncertainty in wind and LLWS forecasts
* Use  “VRB” (Variable), “G” (Gust), and “LLWS” appropriately in a TAF
* Issue TAFs proactively and identify situations when it is best to “sit on” a TAF
* Make appropriate use of the AvnFD to express uncertainty about these phenomena
* Ensure terminal forecasts are consistent with warning, forecast, and guidance products from national aviation centers
* Demonstrate the ability to collaborate effectively when preparing a terminal forecast

Estimated time to complete: 3 h

Includes audio: yes

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

Last published on: 2008-09-18

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Description:
"Writing TAFs for Winter Weather" is the fourth unit in the Distance Learning Aviation Course 2 (DLAC2) series on producing TAFs that meet the needs of the aviation community. In addition to providing information about tools for diagnosing winter weather and its related impacts, the module extends the Practically Perfect TAF (PPTAF) process to address an airport’s operational thresholds. By understanding the thresholds at airports for which they produce TAFs, forecasters will be better able to produce a PPTAF. The unit also examines how to communicate effectively the logic and uncertainty using the aviation forecast discussion (AvnFD) and addresses maintaining an effective TAF weather watch and updating the TAF proactively.

Objectives:
• Understand the importance of accurate and timely winter-type precipitation forecasts from the various users' perspective;
• Identify the most effective tools/products/data to limit uncertainty in forecasts for freezing rain, mixed precipitation, snow, and blowing snow;
• Create a PPTAF that meets customer needs for airport (s) in case examples;
• Issue effective TAFs proactively for freezing rain, mixed precipitation, snow, blowing snow, or any combination of these elements on an event-driven basis;
• Make decisions about potential weather changes and expressing ceiling, visibility, and precipitation intensity appropriately in the TAF
• Consult conditional climatology and AVNFPS to mitigate uncertainty
• Recognize winter weather precipitation changes and events timing that necessitate an update to the TAF
• Make effective use of guidance products (i.e., Aviation Forecast Discussions) to express uncertainty about these phenomena;
• Ensure terminal forecasts are consistent with your office's watch and warning, local forecast, and guidance products as well as similar products from national centers;
• Demonstrate the ability to collaborate effectively when preparing a terminal forecast

Estimated time to complete: 1.50 - 2.00 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2009-09-22

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Description:
Las agencias meteorológicas y organizaciones de pronóstico de todo el mundo tratan de mantenerse al tanto de la constante modernización de los sistemas de detección y adquisición de datos. Más que nunca, los pronosticadores requieren una estructura coherente que les permita dominar rápidamente esta fuente de nuevos formatos de datos en constante estado de crecimiento, para poder observar, organizar, analizar, diagnosticar y pronosticar adecuadamente las condiciones y los eventos meteorológicos. Este módulo ha sido diseñado para alcanzar ese objetivo.

El objetivo de instrucción del módulo es ayudar al usuario a desarrollar y aplicar un enfoque sistemático para el pronóstico operativo. Tras la teoría del "embudo de pronóstico", este módulo presenta las escalas de interacción (hemisférica, sinóptica, mesoescala y local) que influyen en el comienzo y los cambios en los eventos meteorológicos de cualquier zona de pronóstico en particular. Una serie de ejemplos claros y representativos de las interacciones a estas escalas establece un contexto para demostrar las destrezas de pronóstico esenciales.

Debido a que sirve como referencia general para los demás módulos de COMET, recomendamos estudiar este modulo como requisito previo a todos los demás módulos. Como material de fondo para este módulo, también recomendamos conocimientos de los productos de predicción numérica del tiempo, los patrones de ondas largas y cortas, los patrones de bloqueo, las cartas de superficie y de presión constante, el flujo ciclónico y anticiclónico, y las imágenes satelitales, así como experiencia general en la identificación y conceptualización de patrones meteorológicos básicos.

Los expertos en la materia para este módulo son el Sr. Len Snellman y el Sr. Eric Thaler.

Estimated time to complete: 3-5 h

Includes audio: yes

Required plug-ins:   Flash RealPlayer Java Adobe® Reader®
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Last published on: 2000-01-01

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Description:
Es normal examinar los sondeos atmosféricos como parte del proceso de preparación del pronóstico del tiempo. El diagrama oblicuo T-log p es uno de los métodos más difundidos de analizar estos sondeos. Este módulo examina a fondo el uso del diagrama oblicuo T-log p, y explora las propiedades termodinámicas, los parámetros convectivos, la evaluación de la estabilidad y varias aplicaciones de pronóstico. El módulo ha sido diseñado para instrucción y referencia. También incluye un diagrama oblicuo T-log p interactivo basado en web que calcula varios parámetros de predicción comunes.

Objectives:


Objetivo del módulo
El objetivo de este módulo es enseñar al meteorólogo principiante a utilizar el diagrama oblicuo T - log p de forma eficaz. Después de completar el módulo, usted debería ser capaz de leer e interpretar la representación de un sondeo en un diagrama oblicuo T - log p y aplicar la información al realizar un pronóstico del tiempo.

Objetivos prácticos

1. Dado un diagrama oblicuo T - log p, identificar y describir sus diferentes líneas.


2. Dada la representación de un sondeo en un diagrama oblicuo T - log p:


• leer o calcular las propiedades termodinámicas en diferentes niveles;


• determinar los niveles convectivos, incluidos NCA, NCC, NCL, NCM, NE y NMP;


• determinar los índices de estabilidad, como LI, SSI, KI, TT and SWEAT, y utilizarlos para calcular el potencial de tiempo severo;


3. Describir cómo se determinan la CAPE y CIN.


4. Enumerar y describir los diferentes tipos de estabilidad e identificarlos en un sondero representado en un diagrama oblicuo T - log p


5. Enumerar y describir los diferentes tipos de gradientes térmicos y relacionarlos con la estabilidad.


6. Enumerar y describir los procesos que alteran la estabilidad y dar ejemplos de casos comunes donde ocurren.


7. Dado un ambiente sinóptico apropiado y un sondeo en un diagrama oblicuo T - log p, interpretar el sondeo teniendo en cuenta los problemas de pronóstico más comunes.

Estimated time to complete: 6-8 h

Includes audio: no

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

Last published on: 2008-08-21

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Description:
Éste es el módulo más reciente del Manual de meteorología de mesoescala (Mesoscale Meteorology Primer). El módulo comienza con una discusión de las condiciones necesarias para la formación de las tormentas de polvo, como una fuente adecuada de polvo, vientos y turbulencia suficientes y una atmósfera inestable. A continuación el módulo explora lo que ocurre con el polvo en la atmósfera, incluidos los aspectos de dispersión, advección y deposición. La sección final sobre pronósticos examina un caso ocurrido en el Medio Oriente y demuestra el uso de un modelo de PNT de mesoescala, así como modelos de pronóstico de tormentas de polvo de próxima generación.

Objectives:
Objetivos del módulo

Cuando termine de estudiar este módulo, podrá:

En lo referente a las características de las tormentas de polvo:
• describir cómo la visibilidad varía cerca de una tormenta de polvo severa;
• recordar la altura media que alcanzan las tormentas de polvo.

En lo referente al origen del polvo:
• describir los tipos de suelo que se hallan en las regiones de origen de tormentas de polvo;
• recordar que normalmente no se levanta una nube de polvo durante al menos 24 horas después de un episodio de lluvia;
• identificar las potenciales regiones de origen en imágenes satelitales.

En lo referente a las condiciones atmosféricas necesarias para levantar una tormenta de polvo:
• recordar el umbral de velocidad del viento necesario para levantar las partículas de polvo finas;
• describir las condiciones atmosféricas propicias para levantar el polvo en términos de estabilidad y turbulencia;
• enumerar las tres formas en que la turbulencia suele surgir en la atmósfera;
• describir el efecto del anochecer en las tormentas de polvo;

En lo referente a la disipación y dispersión de tormentas de polvo:
• describir los factores atmosféricos que afectan la dispersión del polvo;
• describir el efecto de la precipitación en el polvo suspendido en el aire y por qué esto ocurre;
• recordar con qué velocidad se deposita el polvo una vez que los vientos se calman.

En lo referente la climatología de las tormentas de polvo:
• enumerar los patrones sinópticos más comunes que levantan el polvo en el Medio Oriente;
• dar una definición del chamal;
• enumerar al menos tres fenómenos de mesoescala que provocan tormentas de polvo;
• describir el mecanismo que produce las tempestades de polvo (habub) y las tolvaneras;
• describir la diferencia entre una tormenta de polvo de invierno y de verano.

En lo referente a la detección satelital de las nubes de polvo:
• describir el aspecto del polvo en las imágenes infrarrojas, tanto de día como de noche y sobre agua y tierra firme;
• describir el aspecto del polvo en las imágenes en el visible, tanto de día como de noche y sobre agua y tierra firme
• describir las ventajas de las imágenes de los satélites en órbita polar y geoestacionarios;

En lo referente al pronóstico de tormentas de polvo:
• enumerar las herramientas que están disponibles para observar las tormentas de polvo;
• describir cómo los modelos numéricos de mesoescala pueden ayudar a pronosticar las tormentas de polvo;
• enumerar los modelos de pronóstico de tormentas de polvo y describir sus respectivas ventajas.

Estimated time to complete: 2 h

Includes audio: no

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

Last published on: 2009-05-06

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