Modification of cold orographic clouds

December, 1970.Includes bibliographical references.Sponsored by by National Science Foundation 847.Sponsored by by National Science Foundation 1553.Sponsored by by National Science Foundation 11574.Bureau of Reclamation 14-06-D-6467

Interactions Between Convective Storms and Their Environment

The ways in which intense convective storms interact with their environment are considered for a number of specific severe storm situations. A physical model of subcloud wind fields and vertical wind profiles was developed to explain the often observed intensification of convective storms that move along or across thermal boundaries. A number of special, unusually dense, data sets were used to substantiate features of the model. GOES imagery was used in conjunction with objectively analyzed surface wind data to develop a nowcast technique that might be used to identify specific storm cells likely to become tornadic. It was shown that circulations associated with organized meso-alpha and meso-beta scale storm complexes may, on occasion, strongly modify tropospheric thermodynamic patterns and flow fields

Next Choreography: Transformative potential for young people in choreographic practice

This is the final version of the article. Available from Ausdance via the URL in this record.Funded by the Paul Hamlyn Foundation, Next Choreography is a three-year Siobhan Davies Dance (SDD) project for 14-21-year-old young people (YP). The fundamental aim of the project is to develop the cohort’s knowledge, skills, insight, and experience to create their own unique choreographic work. Distinct to SDD, the project encourages YP to look beyond dance to the different choreographic processes used by artists across different art forms. Next Choreography offers three different cohorts of YP (2014-15, 2015-16, 2016-17) a one-year program over three terms, each term having a different focus, and progressively building their understanding, developing their experiences, and using their skills. The project was conceptualized by the SDD team to be impactful in three main ways: on individuals and communities, on SDD as an organization, and on policy and practice. The paper presented at the daCi 2015 conference presented details of the project’s Year 1 achievements in relation to particular measures of success. It also made connections where appropriate to the existing body of research into creativity in YP’s dance education, specifically, the theory of Wise Humanising Creativity (WHC) as conceptualized and developed by the University of Exeter (UoE) staff, Dr. Kerry Chappell and Professor Anna Craft. The evaluation conducted by the UoE and SDD team used a mixed quantitative and qualitative methodology. Questionnaires utilized quantitative methods and observations, WHC Creativity Wheel, and semi-structured interviews employed qualitative methods. The 1 data collection aimed to discover in detail the key participants’ lived experiences during the project. The project had a number of research questions, and this paper will focus on part of the Impact strand: Individual/Community with a specific focus on the YP’s transformation, choreographic development, and creativity. Analysis techniques appropriate to the data type were used to draw out the findings. The research was bound by the ethical protocols of the UoE.We would like to thank and acknowledge the SDD team, the young people, and Arts Facilitator for their time given to this piece of research evaluation. We would also like to thank the Paul Hamlyn Foundation for funding the project and University of Exeter and University of Winchester for supporting additional research time for the University researchers

Problem-Based Learning and Competency Development.

Problem-based learning is an approach to professional education which has been used by a number of educational institutions involved in professional education both here and overseas. The most famous example in Australia is probably the medical course at the University of Newcastle. This paper argues that this initiative in professional education has within it characteristics which are sympathetic to many of the current moves in Australia to describe, and in some cases redefine, professional work. This process is part of a wider move in Australia to upgrade and improve the skills and abilities of the Australian workforce in the context of economic refor

Report from ionospheric science

The general strategy to advance knowledge of the ionospheric component of the solar terrestrial system should consist of a three pronged attack on the problem. Ionospheric models should be refined by utilization of existing and new data bases. The data generated in the future should emphasize spatial and temporal gradients and their relation to other events in the solar terrestrial system. In parallel with the improvement in modeling, it will be necessary to initiate a program of advanced instrument development. In particular, emphasis should be placed on the area of improved imaging techniques. The third general activity to be supported should be active experiments related to a better understanding of the basic physics of interactions occurring in the ionospheric environment. These strategies are briefly discussed

Black and minority ethnic trainees’ experiences of physical education initial teacher training

The official published version can be accessed at the link below.This report draws together the findings of research that aimed to explore black and minority ethnic (BME) trainees’ experiences of Physical Education (PE) initial teacher training (ITT). Although the numbers of BME trainees opting to enter teaching have improved considerably over the last few years, PE remains one of three specific subject areas where they remain significantly under-represented. Current figures suggest that PE attracts approximately 3% of trainees from BME backgrounds, compared with 11% for new entrants into teaching overall. The relative lack of success in attracting BME trainees into PE teaching compared to other subject areas suggests that the subculture of the subject may be a compounding factor. Over the last decade or so, a number of studies have explored the impact of ethnicity on teachers’ professional socialisation and their experiences as teachers in school, but none have focused on experiences within specific subject cultures. The centrality of the body in PE, and the link between this and the perceived low status of the subject, are influencing factors highlighted in the broader literature, including sports studies. For example, research exploring racism and the under-representation of BME participants in sport has highlighted the prevalence of stereotypical attitudes about their physicality and abilities held by coaches, administrators and spectators. Other research has suggested that some minority ethnic groups favour higher status, better paid, careers in areas such as law or medicine rather than teaching. As yet, there has been little attention to ‘race’ and ethnicity within PEITT, although studies have shown the impact of gender on trainees’ developing professional identities, and how teachers’ gendered bodies are important ‘tools’ of their work. In addition, there has been little research that has acknowledged trainees’ multiple identities, or the complex ways in which ‘race’, ethnicity, class and gender and other identity markers intersect to impact on the professional socialisation process. The research on which this report is based sought to fill some of these gaps in our understandings of BME trainees’ experiences of PEITT, and to identify strategies that might help in their recruitment and retention in the longer term. The research was funded through a small Recruitment and Retention Challenge Grant from the Teacher Development Agency (TDA). These grants form part of the TDA’s wider policy agenda to widen the diversity of new intakes opting into teaching. Higher education institutions have been encouraged, through targets and financial support and incentives, to develop specific strategies aimed at widening the diversity of their cohorts. Examples of such strategies include the provision of specialist admission help for BME prospective trainees; opportunities to gain experience in schools; open days and ‘taster’ events; advertising in the ethnic minority media, and the development of good practice guides and staff training to help ITT providers address issues of ‘race’ and ethnicity. 5 The impetus for this research resulted, in part, from presentations and discussions at a one day PEITT Network1 staff seminar on diversity held in October, 2007. The quantitative research conducted by the Association for Physical Education (AfPE) and the Ethnic Minority Foundation (EMF) presented here, showed the extent of the national under-representation of BME students in PEITT. Although the day focused on addressing reasons for BME under representation and strategies that might be used for improving recruitment, we felt it was also important to learn about the qualitative experiences of trainees that have been attracted into PEITT. Understanding the experiences of our current BME trainees might offer useful insights into how we might recruit and retain future such trainees. Our choice of qualitative research was supported by a national study published shortly after the network day, investigating the links between gender, ethnicity and degree attainment (Higher Education Academy, HEA, 2008), which specifically calls for further qualitative studies of students’ experiences of different subject areas.Funding from the Training and Development Agency (TDA

Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development

Programmes for sexual violence prevention have focussed historically on university, school or college students rather than staff working at these institutions. The Universities Supporting Victims of Sexual Violence project (USVreact), co-funded by the European Commission, worked across universities in Europe to address this gap in the provision and knowledge of programmes aimed at staff. Each institutional partner in the project designed a programme to enable staff to respond appropriately to disclosures of sexual violence. This paper focuses on one UK university to explore the use of and reception to education principles and feminist pedagogy with staff from across the institution. These diverse pedagogical approaches were significant to the design of the university’s innovative programme. The findings demonstrate the importance of a process of sexual violence pedagogy, as opposed to training, and highlight its positive implications for the whole university community