Dust Constraints from joint Observational-Modelling-experiMental analysis – DustCOMM Version 1.1
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Dust Constraints from joint Observational-Modelling-experiMental analysis – DustCOMM Version 1.1 NOTE: PLEASE, USE THIS VERSION OF THE DATASET This is the version-1 of DustCOMM dataset (Adebiyi et al. Geoscientific Model Development), containing annual and seasonal climatologies of constrained dust aerosol properties, including spatially-varying dust size distribution, mass extinction efficiency, and atmospheric dust loading. Please be aware that there will be future versions of DustCOMM that incorporates more observational, modeling and experimental constraints. Please send an email to the corresponding authors if you have any question or would like to receive update of DustCOMM's future developments. Below, we give a brief description of each data file. In each, we have included the mean, median, 1 and 2 sigma uncertainty estimates as a function of location. These uncertainty estimates are derived from probability distributions that describe the field over each location. Please contact the corresponding authors if you are interested in the full dataset. The dimensions in these dataset are denoted as:lon [144] -- Longitude. Unit of degrees_east. Global - 2.5 deg resolution.
lat [96] -- Latitude. Unit of degrees_north. Global - ~2 deg resolution
lev [35] -- Pressure levels. Unit of hPa. ~900 hPa to 100 hPa. Lower resolution in the boundary layer and higher resolution in the free troposphere.
D [200] -- Dust Geometric Diameter. Unit of microns. From 0.2-20 microns.
nseas [4] -- Seasons. They are DJF, MAM, JJA, and SON corresponding to December-January-February, March-April-May, June-July-August, and September-October-December respectively.
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Dust_Size_Distr_dVdD_annual.nc - Dimension: [lon, lat, lev, D]
Dust_Size_Distr_dVdD_seasonal.nc - Dimension: [nseas, lon, lat, lev, D] -- DustCOMM annual and seasonal climatologies of 3-D normalized dust (volume) size distribution. Fields include:
-> dVdD_mean -- Mean Normalized Dust Volume Size Distribution
-> dVdD_median -- Median Normalized Dust Volume Size Distribution
-> dVdD_Pos1sig -- +1 Sigma Normalized Dust Volume Size Distribution
-> dVdD_Neg1sig -- -1 Sigma Normalized Dust Volume Size Distribution
-> dVdD_Pos2sig -- +2 Sigma Normalized Dust Volume Size Distribution
-> dVdD_Neg2sig -- -2 Sigma Normalized Dust Volume Size Distribution --------
Dust_3D_MEE_annual.nc - Dimension: [lon, lat, lev]
Dust_3D_MEE_seasonal.nc - Dimension: [nseas, lon, lat, lev] -- DustCOMM annual and seasonal climatologies of 3-D dust mass extinction efficiency (m2/g). Fields include:
-> MEE_mean -- Mean Dust 3D Mass Extinction Efficiency
-> MEE_median -- Median Dust 3D Mass Extinction Efficiency
-> MEE_Pos1sig -- +1 Sigma Dust 3D Mass Extinction Efficiency
-> MEE_Neg1sig -- -1 Sigma Dust 3D Mass Extinction Efficiency
-> MEE_Pos2sig -- +2 Sigma Dust 3D Mass Extinction Efficiency
-> MEE_Neg2sig -- -2 Sigma Dust 3D Mass Extinction Efficiency --------
Dust_2D_MEE_annual.nc - Dimension: [lon, lat]
Dust_2D_MEE_seasonal.nc - Dimension: [nseas, lon, lat] -- DustCOMM annual and seasonal climatologies of 2-D dust mass extinction efficiency (m2/g). Fields include:
-> MEE_mean -- Mean Dust 2D Mass Extinction Efficiency
-> MEE_median -- Median Dust 2D Mass Extinction Efficiency
-> MEE_Pos1sig -- +1 Sigma Dust 2D Mass Extinction Efficiency
-> MEE_Neg1sig -- -1 Sigma Dust 2D Mass Extinction Efficiency
-> MEE_Pos2sig -- +2 Sigma Dust 2D Mass Extinction Efficiency
-> MEE_Neg2sig -- -2 Sigma Dust 2D Mass Extinction Efficiency --------
Dust_Load_annual.nc - Dimension: [lon, lat]
Dust_Load_seasonal.nc - Dimension: [nseas, lon, lat] -- DustCOMM annual and seasonal climatologies of 2-D atmospheric dust loading (g/m2). Fields include:
-> Load_mean -- Mean Atmospheric Dust Loading
-> Load_median -- Median Atmospheric Dust Loading
-> Load_Pos1sig -- +1 Sigma Atmospheric Dust Loading
-> Load_Neg1sig -- -1 Sigma Atmospheric Dust Loading
-> Load_Pos2sig -- +2 Sigma Atmospheric Dust Loading
-> Load_Neg2sig -- -2 Sigma Atmospheric Dust Loading ========================== Correspondng Authors:
Adeyemi Adebiyi and Jasper Kok
Department of Atmospheric and Oceanic Sciences,
University of California Los Angeles, CA, USA
Email: aadebiyi@ucla.edu and jfkok@ucla.edu
72 preschoolers and 72 school children observed the original discrimination of nonreversal shift (NRS) followed by 14 NRS trials by themselves. The observational trials were 10 or 30 in each age group. The correct (_??_) or incorrect (×) responses on the 1st (unchanged pair) and the 2nd (changed pair) trials of NRS were mainly measured. In preschoolers, both dependent observational-learning mode (_??_-× responses: DOL) and independent observational-learning mode (_??_-_??_ and ×-×: IOL) were found, but no observational-trial effects on the modes were found. In school children, DOL occurred significantly more than IOL in both groups, and the observational-trial effect was also found. Subproblem analyses suggested that the _??_-× responses were indeed the “dependent” mode rather than the “independent” one.
Observational learning
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Білім берy қоғaмның экономикaлық дaмyының негізі, әлеyметтік тұрaқтылықтың фaкторлaрының бірі, хaлықтың рyхaни-aдaмгершілік әлеyетінің және интеллектyaлдық өсyінің қaйнaр көзі ретінде бaрлық yaқыттaрдa тaптырмaс құндылық болып есептеліп келеді. Aл қaзіргідей aдaм кaпитaлын қaлыптaстырy мен дaмытy мәселесін шешy негізгі міндет ретінде қaрaстырылaтын зaмaндa хaлықтың білімдік қaжеттіліктері өсіп, жоғaры, ортa aрнayлы, кәсіби қосымшa білім aлyғa үміткерлер сaны aртa түсyде. Бұғaн жayaп ретінде білім берy ұйымдaрының сaлaлaнyы aртып, әртүрлі типтегі оқy орындaрының сaны aртyдa, білім берyдің инфрaқұрылымы, бaсқaрy формaлaры, әдістемелік, ғылыми қызмет түрлері дaмyдa. Олaрды білім aлyшылaрдың жеке сұрaныстaры мен мүмкіндіктеріне бaғыттay күшейтілyде. Осығaн орaй білімнің сaпaсынa қойылaтын тaлaптaр aртып, бұл сaлaның әлеyметпен өзaрa әрекеттестігіне негізделген құрылымдық – қызметтік дaмyының көкейтестілігі aртyдa. Мaқaлaдa «серіктестік», «әлеyметтік серіктестік», «білімдегі әлеyметтік серіктестік» ұғым- дaрының мәні aшылып, олaрдың қaлыптaсy және дaмy үрдісіне шолy жaсaлaды, жоғaры оқy орындaрындa педaгогтaрды дaярлayдa әлеyметтік серіктестердің әлеyетін пaйдaлaнyдa бaсшылыққa aлынaтын ұстaнымдaр мен тиімді жолдaры сипaттaлaды. Түйін сөздер: серіктестік, әлеyметтік серіктестік, білімдегі әлеyметтік серіктестік, бірлескен әрекет ұстaнымдaры, әлеуметтік серіктестік әлеуеті. Обрaзовaние является основой экономического рaзвития обществa, одним из фaкторов социaль- ной стaбильности, источником дyховно-нрaвственного потенциaлa и интеллектyaльного ростa людей и во все временa считaлось незaменимой ценностью. И в нaстоящее время, когдa решение проблемы формировaния и рaзвития человеческого кaпитaлa рaссмaтривaется кaк основнaя зaдaчa, рaстyт обрaзовaтельные потребности людей, yвеличивaется количество желaющих полyчить высшее, среднее, специaльное, профессионaльное дополнительное обрaзовaние. В ответ нa это yсиливaется рaзветвленность обрaзовaтельных оргaнизaций, yвеличивaется количество обрaзовaтельных оргaни- зaций рaзличного типa, рaзвивaются инфрaстрyктyрa обрaзовaния, формы yпрaвления, методическaя и нayчнaя деятельность. Yсиливaется их ориентaция нa индивидyaльные потребности и возможности обyчaющихся. В связи с этим повышaются требовaния к кaчествy обрaзовaния, возрaстaет знaчение стрyктyрно-фyнкционaльного рaзвития этой сферы нa основе взaимодействия с обществом. В стaтье рaскрывaется знaчение понятий «пaртнерство», «социaльное пaртнерство», «социaльное пaртнерство в обрaзовaнии», рaссмaтривaется процесс их стaновления и рaзвития, описывaются рyко- водящие принципы и эффективные способы использовaния потенциaлa социaльных пaртнеров в подготовке педaгогических кaдров в высших yчебных зaведениях. Ключевые словa: партнерство, социaльное пaртнерство, социaльное пaртнерство в обрaзовaнии, принципы совместного действия, поненциал социального партнерство. Education is the basis of the economic development of society, one of the factors of social stability, a source of spiritual and moral potential and intellectual growth of people and has always been considered an irreplaceable value. And at the present time, when the solution of the problem of the formation and development of human capital is considered as the main task, the educational needs of people are growing, the number of people wishing to receive higher, secondary, special, professional additional education is increasing. In response to this, the branching of educational organizations is increasing, the number of educational organizations of various types is increasing, the infrastructure of education, forms of management, methodological and scientific activities are developing. Their focus on the individual needs and capabilities of students is increasing. In this regard, the requirements for the quality of education are increasing, the importance of the structural and functional development of this sphere on the basis of interaction with society is increasing. The article reveals the meaning of the concepts of "partnership", "social partnership", "social partnership in education", examines the process of their formation and development, describes the guidelines and effective ways to use the potential of social partners in the training of teachers in higher educational institutions. Keywords: partnership, social partnership, social partnership in education, principles of joint action, the potential of social partnership.
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The purposes of this study were to develop and implement an observational training program and to assess the effects of a video observational training program on video and live observational proficiency. Physical education majors took a pretest in both a video and a live environment to assess observational proficiency. The task was observing children batting and answering questions regarding the critical features of the movement. The students were then placed into either a treatment ( n = 12) or a control ( n = 11) group. There were no differences between groups on either assessment ( p > .05). The treatment group then participated in a video observational training program. After the training, all subjects took a posttest in each environment to assess observational proficiency. The training was found to be effective in improving video observational proficiency ( p < .05) but not live observational proficiency ( p > .05). These results provide support for the effectiveness of video observational training in developing video observational proficiency but not live observational proficiency.
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Observational methods such as OW AS. RULA. and REBA have been widely used to identify posture-related risks of musculoskeletal disorders in industry, since they are useful and efficient in evaluating postural stresses. However. there are few studies comparing the methods and providing guidelines for selecting and using the methods. They have been developed based on different backgrounds and with different application areas. Each method has its own characteristics. which must be considered in selecting and using them. In this study. 17 male subjects evaluated 42 different working postures that frequently assumed in the automobile assembly line using a psychophysical method. The postures were then evaluated by different observational methods. The results of the observational methods were compared with psychophysically evaluated stresses. The observational methods resulted in different values of stresses for certain postures. For some postures showing high values of perceived discomfort. the observational methods showed different values of stresses. These results showed that the observational methods should be used differently according to application area and they have some weak points to be improved.
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Studies can be observational or experimental. With an observational study, the investigator does not determine the assignment of subjects, and there might not be a control group. If there is a control group, assignment of the independent variable (exposure or intervention) is not under the control of the investigator. Observational studies can be rigorously conducted, but the lack of random assignment of the exposure/intervention introduces confounding and bias. Thus, the quality of evidence resulting from observational studies is lower than that of experimental randomized controlled trials (RCTs). An observational study might be performed if an RCT is unethical, impractical, or outside the control of the investigator. There are many types of prospective and retrospective observational study designs. However, an observational study design should be avoided if an experimental study is possible. Sophisticated statistical approaches can be used, but this does not elevate an observational study to the level of an RCT. Regardless of quality, an observational study cannot establish causality.
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