Diurnal variations in the UV albedo of arctic snow

The relevance of snow for climate studies is based on its physical properties, such as high surface reflectivity. Surface ultraviolet (UV) albedo is an essential parameter for various applications based on radiative transfer modeling. Here, new continuous measurements of the local UV albedo of natural Arctic snow were made at Sodankylä (67°22'N, 26°39'E, 179 m a.s.l.) during the spring of 2007. The data were logged at 1-min intervals. The accumulation of snow was up to 68 cm. The surface layer thickness varied from 0.5 to 35 cm with the snow grain size between 0.2 and 2.5 mm. The midday erythemally weighted UV albedo ranged from 0.6 to 0.8 in the accumulation period, and from 0.5 to 0.7 during melting. During the snow melt period, under cases of an almost clear sky and variable cloudiness, an unexpected diurnal decrease of 0.05 in albedo soon after midday, and recovery thereafter, was detected. This diurnal decrease in albedo was found to be asymmetric with respect to solar midday, thus indicating a change in the properties of the snow. Independent UV albedo results with two different types of instruments confirm these findings. The measured temperature of the snow surface was below 0°C on the following mornings. Hence, the reversible diurnal change, evident for ~1–2 h, could be explained by the daily metamorphosis of the surface of the snowpack, in which the temperature of the surface increases, melting some of the snow to liquid water, after which the surface freezes again

LET’S GO OUT! A GROUP-BASED INTERVENTION IN OUTDOOR ADVENTURE EDUCATION AS A SPECIAL EDUCATIONAL SUPPORT

This article deals with the group-based behavioral, cognitive, and skill-training intervention program Maltti as a special educational support action applied with outdoor adventure education at the primary school level. The need to apply the group-based intervention arose from the special education teachers’ (N=2) desire to reinforce and expand their pedagogical methods in order to improve the students' development in special education. The special education teachers had a group of pupils with special educational needs, aged from 10 to 11 (5th graders in Finland). These pupils faced challenges in social and emotional development, for example, in the areas of psychological regulation, self-regulation, and emotional regulation. This article is a case study which presents how outdoor adventure education can be implemented in special education. It also describes how special education teachers experienced the group-based intervention intersecting with outdoor adventure education. The research findings indicate that together, the intervention and the outdoor adventure education encouraged pupils’ emotional and social development, well-being, relaxation, a sense of belonging, successful experiences, positive group experiences, and strengthened executive functions. The findings promote the use of outdoor adventure education methods in the group-based intervention Maltti with children with special needs.  Article visualizations

UV albedo of arctic snow in spring

International audienceThe relevance of snow for climate studies is based on its physical properties, such as high surface reflectivity. Surface ultraviolet (UV) albedo is an essential parameter for various applications based on radiative transfer modeling. Here, new continuous measurements of the local UV albedo of natural Arctic snow were made at Sodankylä (67.37° N, 26.63° E, 179 m a.s.l.) during the spring of 2007. The data were logged at 1-min intervals. The accumulation of snow was up to 68 cm. The surface layer thickness varied from 0.5 to 35 cm with the snow grain size between 0.2 and 2.5 mm. The midday erythemally weighted UV albedo ranged from 0.6 to 0.8 in the accumulation period and 0.5?0.7 during melting. During the snow melt period, under cases of an almost clear sky and variable cloudiness, an unexpected diurnal decrease of 0.05 in albedo soon after midday, and recovery thereafter, was detected. This diurnal decrease in albedo was found to be asymmetric with respect to solar midday, thus indicating a change in the properties of the snow. Independent UV albedo results with two different types of instruments confirm these findings. The measured temperature of the snow surface was below 0°C on the following mornings. Hence, the reversible diurnal change, evident for ~1?2 h, could be explained by the daily metamorphosis of the surface of the snowpack, in which the temperature of the surface increases, melting some of the snow to liquid water, after which the surface freezes again

Temperature dependence of the Brewer global UV measurements

Spectral measurements of global UV irradiance recorded by Brewer spectrophotometers can be significantly affected by instrument-specific optical and mechanical features. Thus, proper corrections are needed in order to reduce the associated uncertainties to within acceptable levels. The present study aims to contribute to the reduction of uncertainties originating from changes in the Brewer internal temperature, which affect the performance of the optical and electronic parts, and subsequently the response of the instrument. Until now, measurements of the irradiance from various types of lamps at different temperatures have been used to characterize the instruments' temperature dependence. The use of 50 W lamps was found to induce errors in the characterization due to changes in the transmissivity of the Teflon diffuser as it warms up by the heat of the lamp. In contrast, the use of 200 or 1000 W lamps is considered more appropriate because they are positioned at longer distances from the diffuser so that warming is negligible. Temperature gradients inside the instrument can cause mechanical stresses which can affect the instrument's optical characteristics. Therefore, during the temperature-dependence characterization procedure warming or cooling must be slow enough to minimize these effects. In this study, results of the temperature characterization of eight different Brewer spectrophotometers operating in Greece, Finland, Germany and Spain are presented. It was found that the instruments' response changes differently in different temperature regions due to different responses of the diffusers' transmittance. The temperature correction factors derived for the Brewer spectrophotometers operating at Thessaloniki, Greece, and Sodankylä, Finland, were evaluated and were found to remove the temperature dependence of the instruments' sensitivity.This article is based upon work from COST Action ES1207 “A European Brewer Network (EUBREWNET)”, supported by COST (European Cooperation in Science and Technology) and from the ENV59-ATMOZ (“Traceability for atmospheric total column ozone”) Joint Research Programme (JRP)

Performance of the FMI cosine error correction method for the Brewer spectral UV measurements

Non-ideal angular response of a spectroradiometer is a well-known error source of spectral UV measurements and for that reason instrument specific cosine error correction is applied. In this paper, the performance of the cosine error correction method of Brewer spectral UV measurements in use at the Finnish Meteorological Institute (FMI) is studied. Ideally, the correction depends on the actual sky radiation distribution, which can change even during one spectral scan due to rapid changes in cloudiness. The FMI method has been developed to take into account the changes in the ratio of direct to diffuse sky radiation and it derives a correction coefficient for each measured wavelength. Measurements of five Brewers were corrected for the cosine error and the results were compared to the reference travelling spectroradiometer (QASUME). Measurements were performed during the RBCC-E (Regional Brewer Calibration Center – Europe) X Campaign held at El Arenosillo, Huelva (37°&thinsp;N, 7°&thinsp;W), Spain, in 2015. In addition, results of site audits of FMI's Brewers in Sodankylä (67°&thinsp;N, 27°&thinsp;E) and Jokioinen (61°&thinsp;N, 24°&thinsp;E) during 2002–2014 were studied. The results show that the spectral cosine error correction varied between 4 and 14&thinsp;%. After that the correction was applied to Brewer UV spectra the relative differences between the QASUME and the Brewer diminished even by 10&thinsp;%. The study confirms that the method, originally developed for measurements at high latitudes, can be used at mid-latitudes as well. The method is applicable to other Brewers as far as the required input parameters, i.e. total ozone, aerosol information, albedo, instrument specific angular response and slit function are available.</p

Solar UV irradiance in a changing climate: Trends in europe and the significance of spectral monitoring in Italy

Review of the existing bibliography shows that the direction and magnitude of the long-term trends of UV irradiance, and their main drivers, vary significantly throughout Europe. Analysis of total ozone and spectral UV data recorded at four European stations during 1996–2017 reveals that long-term changes in UV are mainly driven by changes in aerosols, cloudiness, and surface albedo, while changes in total ozone play a less significant role. The variability of UV irradiance is large throughout Italy due to the complex topography and large latitudinal extension of the country. Analysis of the spectral UV records of the urban site of Rome, and the alpine site of Aosta reveals that differences between the two sites follow the annual cycle of the differences in cloudiness and surface albedo. Comparisons between the noon UV index measured at the ground at the same stations and the corresponding estimates from the Deutscher Wetterdienst (DWD) forecast model and the ozone monitoring instrument (OMI)/Aura observations reveal differences of up to 6 units between individual measurements, which are likely due to the different spatial resolution of the different datasets, and average differences of 0.5–1 unit, possibly related to the use of climatological surface albedo and aerosol optical properties in the retrieval algorithms

Implementing virtual collaborative inquiry practises in a middle-school context

The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.Peer reviewe

Education For All: Approaches to Teacher Education for Inclusion: An Invited Policy Brief

Over the last thirty years, there has been an international aspiration to make education provision both inclusive and equitable with resultant policy production at both international and national level. Over time, the focus of this activity has moved from the specific needs of disabled students to consideration of how schools might celebrate diversity and provide effective learning for all students. Teacher education is viewed as a key factor in creating school environments where all young people have equity of access to relevant learning opportunities no matter their background or circumstances. This paper presents six case studies from Finland, New Zealand, Lithuania, Scotland, Norway and Canada charting the changes made over time to educational provision within their national context aiming to make schools more inclusive. Each case study highlights some of the ways in which teacher education has adapted in response to these policy changes to prepare new teachers to work in inclusive school settings. Common to all case studies is the identification that further research and change is required to meet the professional learning requirements of our future teachers. In response to this identified need. Highlighting the complex nature of providing inclusive education for all, it is suggested that future teacher education must continue to explore new ways to enhance the professional expertise of teachers to be inclusive of all learners in their daily practice