Radio-physical methods of analysis for thunderstorm field perturbations

Abstract

Complex field experiments have been undertaken on the basis of the observational set-up arranged in the Upper-Volga Region during the convective seasons of 2005-2010. Spectral and statistical characteristics of electric field perturbations in the vicinity of thunderstorm clouds have been investigated. Statistical analysis allowed us to relate found peculiarities with different stages of thunderstorm generator dynamics. We develop our fractal simulation code to take into account the spatio-temporal dynamics of a cloud discharge, to compare the results with the observations and to address several actual problems of lightning initiation physics.

Pedagogical and Psychosocial Implications of Quarantine by Covid-19 on ChileanStudents

“…e bases are the mandatory reference frame that indicates the learning objectives for students to achieve throughout their school trajectory; they present learning objectives for each educational level from which Study Programs have also been developed. ese programs aim to sequence learning objectives and offer approximate time distribution and assessment parameters for the school year (Uribe et al, 2018). e Curricular Bases also include Study Plans that establish the minimum classroom hours for each level and its respective subjects (Consejo Nacional de Educación, 2020).…”

“…Conversely, while Curricular Bases are mandatory for all schools across the country, Study Programs and Plans can be adapted by each school to achieve better learning objectives (Ley General de Educación 20.370, 2019). Study Programs are flexible for teachers to plan and design their lessons (Uribe et al, 2018). ese are the standards in which the Chilean educational system sets its foundations for formal instruction to take place inside classrooms nationwide.…”

“…As a result, it is expected that most of the Chilean students are allowed to continue with their learning autonomously, while guided by teachers and directors. e current Study Plans and Programs-and therefore learning objectives-can not be accomplished, despite MINEDUC's efforts; Plans and Programs were meant to be applied in traditional classrooms (Uribe et al, 2018). While it is true that most educational virtual resources of the Curricular Bases are available for both teachers and students in virtual platforms (Ministerio de Educación, 2020b), these resources only aim to complement Study Programs that are designed for traditional contexts (Ley General de Educación 20.370, 2019).…”

“…En el caso de Chile, para realizar adaptaciones pedagógicas es necesario analizar las bases curriculares nacionales de educación; las bases son el marco de referencia obligatorio que indica los objetivos de aprendizaje que deben alcanzar los alumnos a lo largo de su trayectoria escolar, presentan los objetivos de aprendizaje para cada nivel educativo y a partir de los cuales se desarrollan los programas de estudio; estos programas buscan secuenciar los objetivos de aprendizaje, ofrecen una distribución temporal aproximada y parámetros de evaluación para el año escolar (Uribe et al, 2018). Las bases curriculares también incluyen planes de estudio que establecen las horas mínimas de clase para cada nivel y sus respectivas asignaturas (Consejo Nacional de Educación, 2020).…”

“…Las bases curriculares también incluyen planes de estudio que establecen las horas mínimas de clase para cada nivel y sus respectivas asignaturas (Consejo Nacional de Educación, 2020). Por otra parte, si bien las bases curriculares son obligatorias para todas las escuelas del país, los programas y planes de estudio pueden ser adaptados por cada escuela para lograr mejor los objetivos de aprendizaje (Ley General de Educación 20.370, 2019); los programas de estudio son flexibles para que los maestros planifiquen y diseñen sus lecciones (Uribe et al, 2018). Estos son los estándares en los que el sistema educativo chileno establece sus bases para que la instrucción formal tenga lugar dentro de las aulas en todo el país.…”