Sandra madden dissertation

From: Gilbert M.
Added: 30.03.2021
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Turbulent and radiative exchanges of heat between the ocean and atmosphere hereafter heat fluxes , ocean surface wind stress, and state variables used to estimate them, are Essential Ocean Variables EOVs and Essential Climate Variables ECVs influencing weather and climate. This paper describes an observational strategy for producing 3-hourly, km and an aspirational goal of hourly at km heat flux and wind stress fields over the global, ice-free ocean with breakthrough 1-day random uncertainty of 15 W m —2 and a bias of less than 5 W m —2. To meet these targets globally, in the next decade, satellite-based observations must be optimized for boundary layer measurements of air temperature, humidity, sea surface temperature, and ocean wind stress. In order to tune and validate these satellite measurements, a complementary global in situ flux array, built around an expanded OceanSITES network of time series reference station moorings, is also needed. These improved moisture and temperature profiles and surface data, if assimilated into Numerical Weather Prediction NWP models, would lead to better representation of cloud formation processes, improving state variables and surface radiative and turbulent fluxes from these models. The in situ flux array provides globally distributed measurements and metrics for satellite algorithm development, product validation, and for improving satellite-based, NWP and blended flux products.
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Concepts of print need to be expanded to include graphics, with instruction in how to read and analyze graphical devices such as diagrams, timelines, and tables. Learn more about how to teach young students to read and understand visual information. One would have to search far and wide these days to find a single informational text written for a K—6 audience that does not contain one or more graphical elements. Graphical elements — labeled diagrams, timelines, tables, and so forth — are increasingly ubiquitous. There is also evidence that graphics in children's texts are increasing in their diversity, complexity, and importance. Numbers like these leave little room for doubt that students who know how to decode and interpret graphical elements have a distinct advantage over those who do not. However, despite the prominent role that graphical literacy plays in the CCSS and the nearly universal inclusion of graphics in texts created for young children, there is surprisingly little published research on instructional approaches to teaching children how to comprehend or produce graphics.
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