The ALADIN system and its canonical model configurations AROME CY41T1 and ALARO CY40T1

The ALADIN System is a numerical weather prediction (NWP) system developed by the international ALADIN consortium for operational weather forecasting and research purposes. It is based on a code that is shared with the global model IFS of the ECMWF and the ARPEGE model of Meteo-France. Today, this system can be used to provide a multitude of high-resolution limited-area model (LAM) configurations. A few configurations are thoroughly validated and prepared to be used for the operational weather forecasting in the 16 partner institutes of this consortium. These configurations are called the ALADIN canonical model configurations (CMCs). There are currently three CMCs: the ALADIN baseline CMC, the AROME CMC and the ALARO CMC. Other configurations are possible for research, such as process studies and climate simulations. The purpose of this paper is (i) to define the ALADIN System in relation to the global counterparts IFS and ARPEGE, (ii) to explain the notion of the CMCs, (iii) to document their most recent versions, and (iv) to illustrate the process of the validation and the porting of these configurations to the operational forecast suites of the partner institutes of the ALADIN consortium. This paper is restricted to the forecast model only; data assimilation techniques and postprocessing techniques are part of the ALADIN System but they are not discussed here

Impact of educational and psychological interventions compared with standard care in college/university students with autism spectrum disorder: a systematic review protocol

Objective: This review will explore the impact of educational and psychological interventions on educational, social, behavioral, and mental health outcomes in students with autism spectrum disorder in tertiary education. Introduction: This systematic review will inform a new guideline on support for students with autism spectrum disorder in the tertiary education environment. These students face multiple educational, behavioral, social, and health-related problems that require effective interventions. Inclusion criteria: Participants are students with autism spectrum disorder in a tertiary education study program. Educational and psychological interventions will be included, such as accommodations, meta-cognitive and selfregulation training, psychological counseling, social skills training, and peer-mentoring/academic coaching. The comparator will be standard care. The study outcomes will include academic drop-out rates and evaluations, learning skills, social skills and social engagement, behavior, mental health (including anxiety, stress, and depression), and employment after graduation. This review will consider quantitative studies only. Methods: A 3-step search strategy will be used to find both published and unpublished studies in MEDLINE, CINAHL, APA PsycINFO, SocINDEX, Web of Science, Clinical Trials, ProQuest Dissertations and Theses, Open Dissertations, ERIC, WHO ICRTP, and Google Scholar. There will be no date or language limitations. All stages of article screening, critical appraisal, and data extraction will be conducted by 2 independent reviewers with the resolution of any disagreements done via consensus or through a senior reviewer. If possible, the included studies will be pooled using meta-analysis. The degree of certainty of the evidence will be assessed according to the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) approach.Jiří Kantor, Jiaoli Li, Jian Du, Zuzana Svobodová, Miloslav Klugar, Hanieh Salehi-Pourmehr, David Hampton, Monika Smolíková, Lucia Kantorová, Jana Marečková, Daniela Zmeškalová, Zachary Mun