43 research outputs found
The impact of mixing across the polar vortex edge on Match ozone loss estimates
The Match method for quantification of polar chemical ozone loss is investigated mainly with respect to the impact of mixing across the vortex edge onto this estimate. We show for the winter 2002/03 that significant mixing across the vortex edge occurred and was accurately modeled by the Chemical Lagrangian Model of the Stratosphere. Observations of inert tracers and ozone in-situ from HAGAR on the Geophysica aircraft and sondes and also remote from MIPAS on ENVISAT were reproduced well. The model even reproduced a small vortex remnant that was isolated until June 2003 and was observed in-situ by a balloon-borne whole air sampler. We use this CLaMS simulation to quantify the impact of cross vortex edge mixing on the results of the Match method. It is shown that a time integration of the determined vortex average ozone loss rates as performed in Match results in larger ozone loss than the polar vortex average ozone loss in CLaMS. Also, the determination of the Match ozone loss rates can be influenced by mixing. This is especially important below 430 K, where ozone outside the vortex is lower than inside and the vortex boundary is not a strong transport barrier. This effect and further sampling effects cause an offset between vortex average ozone loss rates derived from Match and deduced from CLaMS with an even sampling for the entire vortex. Both, the time-integration of ozone loss and the determination of ozone loss rates for Match are evaluated using the winter 2002/03 CLaMS simulation. These impacts can explain the differences between CLaMS and Match column ozone loss. While the investigated effects somewhat reduce the apparent discrepancy in January ozone loss rates, a discrepancy between simulations and Match remains. However, its contribution to the accumulated ozone loss over the winter is not large
Educational profession-oriented propaedeutic Russian language course as a basis of coming of international students of pre-university training stage into the educational medium of the higher medical institution
Π¦Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ - ΡΠ°ΡΡΠΌΠΎΡΡΠ΅ΡΡ Π½Π΅ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠΏΠΎΡΠΎΠ±Ρ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ (ΡΡΠ΅ΠΉΠΌΠΎΠ²ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄) ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΏΡΠ΅Π΄Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠ³ΠΎ ΡΡΠ°ΠΏΠ° Π½Π° Π·Π°Π½ΡΡΠΈΡΡ
ΠΏΠΎ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΎΠ±ΡΠ΅Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΠ½ΠΎΠ³ΠΎ ΡΡΠΈΠ»Ρ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ ΡΠΎ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΎΠΉ ΠΈΡ
Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΡΡΡΡΠΊΠΎΡΠ·ΡΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠ³ΠΎ Π²ΡΠ·Π°. ΠΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΡΠΎΠΌ, ΡΡΠΎ ΡΡΠ΅Π±Π½ΡΠΉ ΠΏΡΠΎΠΏΠ΅Π΄Π΅Π²ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΊΡΡΡ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°, ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ Π½Π° ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌΠΈ ΡΡΠ°ΡΠΈΠΌΠΈΡΡ ΡΠ·ΡΠΊΠ° ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΉ Π½Π°ΡΠΊΠΈ, ΡΠ²Π»ΡΠ΅ΡΡΡ Π²Π°ΠΆΠ½Π΅ΠΉΡΠΈΠΌ ΠΈ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΡΠΌ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ΠΌ Π΄Π»Ρ ΠΈΡ
ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅. ΠΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠ΅ ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ Π½Π° ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠΈ ΠΎΠ±ΡΠ΅Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π±ΡΠ΄ΡΡΠΈΡ
ΡΡΡΠ΄Π΅Π½ΡΠΎΠ²- ΠΌΠ΅Π΄ΠΈΠΊΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΡΡ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅ΠΌΡ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΈ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ΅Π±Π½ΠΎ- ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
Π·Π½Π°Π½ΠΈΠΉ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΡΡΡΠΊΠΎΠΉ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Ρ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠ³ΠΎ Π²ΡΠ·Π°. Π ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π±ΡΠ»ΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ: ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ· Π½Π°ΡΡΠ½ΠΎΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ ΠΏΠΎ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΊΠ°ΠΊ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ, Π°ΡΠ΄ΠΈΠΎΠ²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠ΅ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅, Π±Π΅ΡΠ΅Π΄Ρ Ρ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ, ΠΏΡΠΎΠ±Π½ΠΎΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠ΅ ΡΡΠ°ΡΠΈΠ΅ΡΡ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ°ΡΡ Π½ΠΎΠ²ΡΠ΅ Π·Π½Π°Π½ΠΈΡ, ΡΠ°ΡΡΠΈΡΡΠ΅ΡΡΡ ΠΈΡ
ΡΡΡΠ΄ΠΈΡΠΈΡ, ΠΊΡΡΠ³ΠΎΠ·ΠΎΡ. ΠΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠ΅ ΡΡΠ°ΡΠΈΠ΅ΡΡ ΠΏΡΠ΅Π΄Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠ³ΠΎ ΡΡΠ°ΠΏΠ° Π²Ρ
ΠΎΠ΄ΡΡ Π² ΠΌΠΈΡ ΡΠ·ΡΠΊΠ° ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΉ Π½Π°ΡΠΊΠΈ, Π·Π½Π°ΠΊΠΎΠΌΡΡΡ Ρ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠ°ΠΌΠΈ Π΅Ρ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ, ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΠΈ ΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π°Π·Ρ. ΠΡΠ²ΠΎΠ΄Ρ: ΠΏΡΠΎΠΏΠ΅Π΄Π΅Π²ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΊΡΡΡ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Π·Π°ΠΊΠ»Π°Π΄ΡΠ²Π°Π΅Ρ ΠΎΡΠ½ΠΎΠ²Ρ Π·Π½Π°Π½ΠΈΠΉ ΠΎ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Ρ Π½Π° ΡΡΡΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΠΎΠΌΠΎΠ³ΡΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌ ΡΡΠ°ΡΠΈΠΌΡΡ ΠΏΡΠ΅Π΄Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠ³ΠΎ ΡΡΠ°ΠΏΠ° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΡΠΏΡΡΡΡ Π³ΠΎΠ΄ Π²ΠΎΠΉΡΠΈ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΡΡΠ΅Π΄Ρ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°.The aim of the research is to consider some ways and methods (frame approach) of forming lingual- cultural medical competence of international students of pre-University training stage at the Russian Language classes in accordance with the specifics of their future learning in Russian-speaking medium of higher medical institution. Relevance of the study lies in the fact that educational propaedeutic course of the Russian Language, focused on training foreign students the language of medical science, is the most important and necessary condition for their studying in the medical university. Training is based on the usage of general didactic and methodical principles of elementary level of teaching Russian the future medical students, which promoting further learning and mastering the educational-professional knowledge in the conditions of Russian speaking environment of higher medical institution. The author has used the following methods: theoretical and practical analysis of scientific literature on methods of teaching foreign language and Russian as a foreign language, audio-visual monitoring, interviews with foreign students, experimental teaching. Results. When learning Russian the international students get knowledge, enlarge their erudition, the outlook. International students of pre-University training stage come into the world of the Language of medical science, becoming acquainted with the elements of its linguistic, communicative and cultural base. Conclusion. The propaedeutic course of Russian lays foundations of knowledge of specifics of learning medicine in Russian, which will help international students of pre-university training stage to be admitted to the educational environment of medical University after the first year of studying
ΠΠ΅ΠΉΡΡΠΎΠ½Π½ΠΎ-Π°ΠΊΡΠΈΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΠΏΡΠΈΠΌΠ΅ΡΠ½ΡΡ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² Π² ΠΏΠΎΠ»ΡΠΏΡΠΎΠ²ΠΎΠ΄Π½ΠΈΠΊΠΎΠ²ΠΎΠΌ ΠΊΡΠ΅ΠΌΠ½ΠΈΠΈ
Mixing and chemical ozone loss during and after the Antarctic polar vortex major warming in September 2002
The 3D version of the Chemical Lagrangian Model of the Stratosphere (CLAMS) is used to study the transport of CH4 and 03 in the Antarctic stratosphere between I September and 30 November 2002, that is, over the time period when unprecedented major stratospheric warming in late September split the polar vortex into two parts. The isentropic and cross-isentropic velocities in CLAMS are derived from ECMWF winds and heating/cooling rates calculated with a radiation module. The irreversible part of transport, that is, mixing, is driven by the local horizontal strain and vertical shear rates with mixing parameters deduced from in situ observations.The CH4 distribution after the vortex split shows a completely different behavior above and below 600 K. Above this potential temperature level, until the beginning of November, a significant part of vortex air is transported into the midlatitudes up to 40 degrees S. The lifetime of the vortex remnants formed after the vortex split decreases with the altitude with values of about 3 and 6 weeks at 900 and 700 K, respectively.Despite this enormous dynamical disturbance of the vortex, the intact part between 400 and 600 K that "survived" the major warming was strongly isolated from the extravortex air until the end of November. According to CLAMS simulations, the air masses within this part of the vortex did not experience any significant dilution with the midlatitude air.By transporting ozone in CLAMS as a passive tracer, the chemical ozone loss was estimated from the difference between the observed [Polar Ozone and Aerosol Measurement III (POAM 111) and Halogen Occultation Experiment (HALOE)] and simulated ozone profiles. Starting from I September, up to 2.0 ppmv O-3 around 480 K and about 70 Dobson units between 450 and 550 K were destroyed until the vortex was split. After the major warming, no additional ozone loss can be derived, but in the intact vortex part between 450 and 550 K, the accumulated ozone loss was "frozen in" until the end of November
Mixing and Ozone Loss in the 1999-2000 Arctic Vortex: Simulations with the 3-dimensional Chemical Lagrangian Model of the Stratosphere (CLaMS)
[1] The three-dimensional (3-D) formulation of the Chemical Lagrangian Model of the Stratosphere (CLaMS-3d) is presented that extends the isentropic version of CLaMS to cross-isentropic transport. The cross-isentropic velocities of the Lagrangian air parcels are calculated with a radiation module and by taking into account profiles of ozone and water vapor derived from a HALOE climatology. The 3-D extension of mixing maintains the most important feature of the 2-D version as mixing is mainly controlled by the horizontal deformations of the wind fields. In the 3-D version, mixing is additionally driven by the vertical shear in the flow. The impact of the intensity of mixing in the 3-D model formulation on simulated tracer distributions is elucidated by comparing observations of CH4, Halon-1211, and ozone from satellite, balloon, and ER-2 aircraft during the SOLVE/ THESEO-2000 campaign. CLaMS-3d simulations span the time period from early December 1999 to the middle of March 2000, with air parcels extending over the Northern Hemisphere in the vertical range between 350 and 1400 K. The adjustment of the CLaMS-3d mixing parameters to optimize agreement with observations was obtained for strongly inhomogeneous, deformation-induced mixing that affects only about 10% of the air parcels per day. The optimal choice of the aspect ratio a defining the ratio of the mean horizontal and vertical separation between the air parcels was determined to be 250 for model configuration with a horizontal resolution r(0) = 100 km. By transporting ozone in CLaMS-3d as a passive tracer, the chemical ozone loss was inferred as the difference between the observed and simulated ozone profiles. The results show, in agreement with previous studies, a substantial ozone loss between 380 and 520 K with a maximum loss at 460 K of about 1.9 ppmv, i.e., of over 60% locally, from December to the middle of March 2000. During this period, the impact of isentropic mixing across the vortex edge outweighs the effect of the spatially inhomogeneous ( differential) descent on the tracer/ ozone correlations in the vortex. Mixing into the vortex shifts the early winter reference tracer/ ozone correlation to higher values, which may lead to an underestimate of chemical ozone loss, on average by 0.4 and 0.1 ppmv in the entire vortex and the vortex core, respectively