Characteristics of atmosphere on days with thunderstorms in the Southeast of Western Siberia

Gorbatenko, V. P.; Nechepurenko, Olga E.; Ershova, T. V.

doi:10.1088/1757-899x/698/4/044043

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…Of the seven study areas, SW Siberia is the region where the reanalyses perform least well in winter and autumn, with the largest average biases of 0.31 and 0.66 mm, respectively, and the lowest correlations of 0.457 and 0.523, respectively. The area experiences an increased number of thunderstorms due to its geographical location close to the Altai Mountain range (Gorbatenko et al, 2019; Kocheeva et al, 2018). In autumn, NW Siberia is the region with the highest average correlation values (0.644) and lowest biases (0.108 mm), but there are no other significant seasonal spatial trends.…”

Section: Resultsmentioning

confidence: 99%

Evaluating the performance of key ERA‐Interim, ERA5 and ERA5‐Land climate variables across Siberia

Clelland,

Marshall,

Baxter

2024

Intl Journal of Climatology

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Reanalysis datasets provide a continuous picture of the past climate for every point on Earth. They are especially useful in areas with few direct observations, such as Siberia. However, to ensure these datasets are sufficiently accurate they need to be validated against readings from meteorological stations. Here, we analyse how values of six climate variables—the minimum, mean and maximum 2‐metre air temperature, snow depth (SD), total precipitation and wind speed (WSP)—from three reanalysis datasets—ERA‐Interim, ERA5 and ERA5‐Land—compare against observations from 29 meteorological stations across Siberia and the Russian Far East on a daily timescale from 1979 to 2019. All three reanalyses produce values of the mean and maximum daily 2‐metre air temperature that are close to those observed, with the average absolute bias not exceeding 1.54°C. However, care should be taken for the minimum 2‐metre air temperature during the summer months—there are nine stations where correlation values are <0.60 due to inadequate night‐time cooling. The reanalysis values of SD are generally close to those observed after 1992, especially ERA5, when data from some of the meteorological stations began to be assimilated, but the reanalysis SD should be used with caution (if at all) before 1992 as the lack of assimilation leads to large overestimations. For low daily precipitation values the reanalyses provide good approximations, however they struggle to attain the extreme high values. Similarly, for the 10‐metre WSP; the reanalyses perform well with speeds up to 2.5 ms−1 but struggle with those above 5.0 ms−1. For these variables, we recommend using ERA5 over ERA‐Interim and ERA5‐Land in future research. ERA5 shows minor improvements over ERA‐Interim, and, despite an increased spatial resolution, there is no advantage to using ERA5‐Land.

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Section: Resultsmentioning

confidence: 99%

Evaluating the performance of key ERA‐Interim, ERA5 and ERA5‐Land climate variables across Siberia

Clelland,

Marshall,

Baxter

2024

Intl Journal of Climatology

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Personalized Approach to the Training of Future Geography Teachers

Петрова¹,

Ershova²

2022

Pedagogical Review

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Рассматривается проблема создания персонифицированного подхода к подготовке будущих учителей географии. Дано сравнительное описание понятия «персонализация образования» в контексте педагогики, психологии, социологии. Изучены нормативно-правовые документы, в которых определен особый статус учителя в обществе и профессиональные требования к его личности. Сделан вывод, что персонализация образования позволяет, с одной стороны, развивать индивидуальные особенности обучающихся, с другой – включать в процесс социализации. При подготовке студентов к будущей профессии учителя географии необходимо организовать персонализированный подход, который выражается в тесном взаимодействии преподавателя и студента и обеспечении условий для самообразования обоих сторон. Цель статьи состоит в описании модели персонализированной образовательной среды и опыта по реализации персонализированного подхода в подготовке учителей географии. Результаты выражаются в обосновании необходимости внедрения данной модели в образовательную практику педагогических вузов. The issue of creating a personalized approach to the training of future geography teachers is considered in the article. A comparative description of the concept of «education personalization» in the context of pedagogy, psychology, and sociology is given. The normative legal documents, which define the special status of a teacher in society and professional requirements for his personality, have been studied. It is concluded that the personalization of education allows, on the one hand, to develop the individual characteristics of students, on the other hand, to include in the process of socialization. When preparing students for the future profession of a geography teacher, it is necessary to organize a personalized approach, which is expressed in close interaction between the teacher and the student and providing conditions for self-education of both parties. The purpose of the article is to describe a model of a personalized educational environment and experience in implementing a personalized approach in the training of geography teachers. The main results of the personalized approach are four workshops developed by the authors of the article in offline format for young geography teachers of Tomsk. Important teaching tools of personalized education are the websites of teachers on the topic «Formation of a teacher’s personal educational environment» and the website of the training focuses «Professionally about the methodology of teaching geography». This model includes personal means of communication, means of teaching and self-education, the use of digital educational platforms and professional websites, improving the professional skills of teachers and students. The results are expressed in the justification of the need to introduce this model into the educational practice of pedagogical universities.

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Characteristics of atmosphere on days with thunderstorms in the Southeast of Western Siberia

Cited by 2 publications

References 13 publications

Evaluating the performance of key ERA‐Interim, ERA5 and ERA5‐Land climate variables across Siberia

Evaluating the performance of key ERA‐Interim, ERA5 and ERA5‐Land climate variables across Siberia

Personalized Approach to the Training of Future Geography Teachers

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