CB CLOUDS, FORECASTING AND ASSOCIATED HAZARDOUS WEATHER
Russian State Hydrometeorological University successfully lead Training seminar "CB CLOUDS, FORECASTING AND ASSOCIATED HAZARDOUS WEATHER".Duration and working loaded 5 days, 4 academic hours/day
Students have learned a lot of new and interesting things. They also demonstrated a very flexible and addaptive attitude, available for team work. Students became aware of the importance of aviation meteorology, the dangers associated to CB clouds for the flight in all stages. They are very sensible of the precision level needed for a good forecast and the need for precision.
Participants:
Nazarova Elena RSHU, MA-460
Lebedev Dmitriy RSHU, MA-460
Kanepi Andrey RSHU, MA-460
Chumak Ekaterina RSHU, MA-353
Likhmanuk Marina RSHU, MA-260
Kononova Katya RSHU, MA-460
Kuchina Darya RSHU, MM-1
Kuchina Maria RSHU, MM-1
Duryagin Evgeniy RSHU, MM-1
Nikolaeva Vera RSHU, MM-1
Aldoshkina Elena RSHU, PhD student
Lebedev Dmitriy RSHU, MA-460
Kanepi Andrey RSHU, MA-460
Chumak Ekaterina RSHU, MA-353
Likhmanuk Marina RSHU, MA-260
Kononova Katya RSHU, MA-460
Kuchina Darya RSHU, MM-1
Kuchina Maria RSHU, MM-1
Duryagin Evgeniy RSHU, MM-1
Nikolaeva Vera RSHU, MM-1
Aldoshkina Elena RSHU, PhD student
A shedule of the seminar is available here.
Certificates of the WMO Regional Training Centre in the RF were issued to all graduates.
Some students have shared their impressions with us:
It was really great! I consider, that the received knowledge is very important and useful for my education and future career. The way of studying was very understandable and fascinating. I think, that Dr. P. Bugeac is very good specialist in this area, and also good teacher. This trainig wasn’t very difficult. I enjoyed it, and I hope such practice will be continue in our university.
Dmitriy Lebedev
This course was very interesting and useful for us. We recieved a lot of new information about Cb clouds and dangerous phenomena. The method of learning was new, but good. There is only one shortage of course: the sessions were exactly after over lections at university. It was hard a little bit.
Ekaterina Kononova
The teacher has also advansed an opinion:
At the beginning, students demonstrated that they were unfamiliar to the interactive style of work. Starting with the second day they became enthusiastic.
Demonstrated a very flexible and addaptive attitude. Available for team work. Very good systemic logic.
It has to be highlighted that, because of the spread of education level (from second uneversity year up to PhD), there were identified some inherent gaps of knowledge. Students recovered fast being very open and having a good logic.
Also, it is important to highlight that the theoretical background of all students is impressive, but because some of the necessary information was studied maybe early during their career, they might not remembered accurately.
Particular elements:
1) Upper air sounding applications – good understanding of the Stuve diagram, applications in drawing diagrams very difficult (more practice needed!), calculation of instability indices good, very good intuitive skills in applying CAPE and advections aloft. Upper air sounding applications – review of the applications of the diagram – stability indices, cloud top estimation. Students assimilated very good the effects of thermal advections aloft on the stability indices and parametrisation of the cloud.
2) Ageostrophic motion and effects – students “heard” about it but the effects of ageostrophic motion had to be acquired during the training. Ageostrophic motion applications – during the training students assimilated the correspondant conceptual model and very succcessfully applied the effects during the practical sessions.
3) Vorticity and vorticity advections – students knew the mathemathics behind but the associated physics, the effects were unfamiliar. Vorticity – based on the students’ theoretical background, visualisation of what vorticity really means and effects of vorticity advections was a challenging objective to be fulfilled. There were made case studies regarding the effects of positive and negative vorticity advections with a very good approach of the students.
4) Advections (thermal, vorticity) – students improved the assessment of advection strenght and are able to identify the independent and cumulative effects of advections. Also they became aware of the uncertainties associated with overlapping of the advection effects.
5) Numerical weather products – there were identified some differences between the models used but applications were considered of high benefit by the students, giving them not only a different approach for the forecasting but, also, increasing their skills in using numerical weather products.
6) Nowcasting basic principles – students made a good practice by identifying all the factors involved in doing a good nowcast, became aware about the volume and the variety of information needed in delivering a forecast of this type.
From the very beginning, students became aware of the importance of aviation meteorology, the dangers associated to CB clouds for the flight in all stages. They also understood the main differences between aviation meteorology and other branches of this science. They are very sensible of the precision level needed for a good forecast and the need for precision.
There were presented the ingredients for convection and, in this regard, the need of understanding the triggering mechanisms.
Conservation model for the atmosphere (Dines two layer model) – very well assimilated, with aplications for most of the convergence situations.
All the students have proven a good assimilation of the information delivered. It can be assesed that about 70% of the information delivered was assimilated during the training and could be applied during the final evaluation without previous individual study.
Maybe the requirements I had regarding applications during the training didn’t fit with a typical university curriculum, but I really think it is extremely important that the students of such a prestigious university must have also a practical approach through applications of the strong theoretical knowledge achieved, in order to make them basically prepared for the proffesional career.
Paul Bugeac
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