bluuebunny/crossref_metadata_2025_split huggingface dataset:
Unveiling aerosol–cloud interactions – Part 2: Minimising the effects of aerosol swelling and wet scavenging in ECHAM6-HAM2 for comparison to satellite data
Authors: Neubauer David , Christensen Matthew W. , Poulsen Caroline A. , Lohmann Ulrike 
Published: November 2017

Abstract. Aerosol–cloud interactions (ACIs) are uncertain and the estimates of the ACI effective radiative forcing (ERFaci) magnitude show a large variability. Within the Aerosol_cci project the susceptibility of cloud properties to changes in aerosol properties is derived from the high-resolution AATSR (Advanced Along-Track Scanning Radiometer) data set using the Cloud–Aerosol Pairing Algorithm (CAPA) (as described in our companion paper) and compared to susceptibilities from the global aerosol climate model ECHAM6-HAM2 and MODIS–CERES (Moderate Resolution Imaging Spectroradiometer – Clouds and the Earth's Radiant Energy System) data. For ECHAM6-HAM2 the dry aerosol is analysed to mimic the effect of CAPA. Furthermore the analysis is done for different environmental regimes. The aerosol–liquid water path relationship in ECHAM6-HAM2 is systematically stronger than in AATSR–CAPA data and cannot be explained by an overestimation of autoconversion when using diagnostic precipitation but rather by aerosol swelling in regions where humidity is high and clouds are present. When aerosol water is removed from the analysis in ECHAM6-HAM2 the strength of the susceptibilities of liquid water path, cloud droplet number concentration and cloud albedo as well as ERFaci agree much better with those of AATSR–CAPA or MODIS–CERES. When comparing satellite-derived to model-derived susceptibilities, this study finds it more appropriate to use dry aerosol in the computation of model susceptibilities. We further find that the statistical relationships inferred from different satellite sensors (AATSR–CAPA vs. MODIS–CERES) as well as from ECHAM6-HAM2 are not always of the same sign for the tested environmental conditions. In particular the susceptibility of the liquid water path is negative in non-raining scenes for MODIS–CERES but positive for AATSR–CAPA and ECHAM6-HAM2. Feedback processes like cloud-top entrainment that are missing or not well represented in the model are therefore not well constrained by satellite observations. In addition to aerosol swelling, wet scavenging and aerosol processing have an impact on liquid water path, cloud albedo and cloud droplet number susceptibilities. Aerosol processing leads to negative liquid water path susceptibilities to changes in aerosol index (AI) in ECHAM6-HAM2, likely due to aerosol-size changes by aerosol processing. Our results indicate that for statistical analysis of aerosol–cloud interactions the unwanted effects of aerosol swelling, wet scavenging and aerosol processing need to be minimised when computing susceptibilities of cloud variables to changes in aerosol.
The PMIP4 contribution to CMIP6 – Part 2: Two interglacials, scientific objective and experimental design for Holocene and Last Interglacial simulations
Authors: Otto-Bliesner Bette L. , Braconnot Pascale , Harrison Sandy P. , Lunt Daniel J. , Abe-Ouchi Ayako , Albani Samuel , Bartlein Patrick J. , Capron Emilie , Carlson Anders E. , Dutton Andrea , Fischer Hubertus , Goelzer Heiko , Govin Aline , Haywood Alan , Joos Fortunat , LeGrande Allegra N. , Lipscomb William H. , Lohmann Gerrit , Mahowald Natalie , Nehrbass-Ahles Christoph , Pausata Francesco S. R. , Peterschmitt Jean-Yves , Phipps Steven J. , Renssen Hans , Zhang Qiong 
Published: November 2017

Abstract. Two interglacial epochs are included in the suite of Paleoclimate Modeling Intercomparison Project (PMIP4) simulations in the Coupled Model Intercomparison Project (CMIP6). The experimental protocols for simulations of the mid-Holocene (midHolocene, 6000 years before present) and the Last Interglacial (lig127k, 127 000 years before present) are described here. These equilibrium simulations are designed to examine the impact of changes in orbital forcing at times when atmospheric greenhouse gas levels were similar to those of the preindustrial period and the continental configurations were almost identical to modern ones. These simulations test our understanding of the interplay between radiative forcing and atmospheric circulation, and the connections among large-scale and regional climate changes giving rise to phenomena such as land–sea contrast and high-latitude amplification in temperature changes, and responses of the monsoons, as compared to today. They also provide an opportunity, through carefully designed additional sensitivity experiments, to quantify the strength of atmosphere, ocean, cryosphere, and land-surface feedbacks. Sensitivity experiments are proposed to investigate the role of freshwater forcing in triggering abrupt climate changes within interglacial epochs. These feedback experiments naturally lead to a focus on climate evolution during interglacial periods, which will be examined through transient experiments. Analyses of the sensitivity simulations will also focus on interactions between extratropical and tropical circulation, and the relationship between changes in mean climate state and climate variability on annual to multi-decadal timescales. The comparative abundance of paleoenvironmental data and of quantitative climate reconstructions for the Holocene and Last Interglacial make these two epochs ideal candidates for systematic evaluation of model performance, and such comparisons will shed new light on the importance of external feedbacks (e.g., vegetation, dust) and the ability of state-of-the-art models to simulate climate changes realistically.
The PMIP4 contribution to CMIP6 – Part 4: Scientific objectives and experimental design of the PMIP4-CMIP6 Last Glacial Maximum experiments and PMIP4 sensitivity experiments
Authors: Kageyama Masa , Albani Samuel , Braconnot Pascale , Harrison Sandy P. , Hopcroft Peter O. , Ivanovic Ruza F. , Lambert Fabrice , Marti Olivier , Peltier W. Richard , Peterschmitt Jean-Yves , Roche Didier M. , Tarasov Lev , Zhang Xu , Brady Esther C. , Haywood Alan M. , LeGrande Allegra N. , Lunt Daniel J. , Mahowald Natalie M. , Mikolajewicz Uwe , Nisancioglu Kerim H. , Otto-Bliesner Bette L. , Renssen Hans , Tomas Robert A. , Zhang Qiong , Abe-Ouchi Ayako , Bartlein Patrick J. , Cao Jian , Li Qiang , Lohmann Gerrit , Ohgaito Rumi , Shi Xiaoxu , Volodin Evgeny , Yoshida Kohei , Zhang Xiao , Zheng Weipeng 
Published: November 2017

Abstract. The Last Glacial Maximum (LGM, 21 000 years ago) is one of the suite of paleoclimate simulations included in the current phase of the Coupled Model Intercomparison Project (CMIP6). It is an interval when insolation was similar to the present, but global ice volume was at a maximum, eustatic sea level was at or close to a minimum, greenhouse gas concentrations were lower, atmospheric aerosol loadings were higher than today, and vegetation and land-surface characteristics were different from today. The LGM has been a focus for the Paleoclimate Modelling Intercomparison Project (PMIP) since its inception, and thus many of the problems that might be associated with simulating such a radically different climate are well documented. The LGM state provides an ideal case study for evaluating climate model performance because the changes in forcing and temperature between the LGM and pre-industrial are of the same order of magnitude as those projected for the end of the 21st century. Thus, the CMIP6 LGM experiment could provide additional information that can be used to constrain estimates of climate sensitivity. The design of the Tier 1 LGM experiment (lgm) includes an assessment of uncertainties in boundary conditions, in particular through the use of different reconstructions of the ice sheets and of the change in dust forcing. Additional (Tier 2) sensitivity experiments have been designed to quantify feedbacks associated with land-surface changes and aerosol loadings, and to isolate the role of individual forcings. Model analysis and evaluation will capitalize on the relative abundance of paleoenvironmental observations and quantitative climate reconstructions already available for the LGM.
Impact of multiple radar reflectivity data assimilation on the numerical simulation of a flash flood event during the HyMeX campaign
Authors: Maiello Ida , Gentile Sabrina , Ferretti Rossella , Baldini Luca , Roberto Nicoletta , Picciotti Errico , Alberoni Pier Paolo , Marzano Frank Silvio 
Published: November 2017

Abstract. An analysis to evaluate the impact of multiple radar reflectivity data with a three-dimensional variational (3-D-Var) assimilation system on a heavy precipitation event is presented. The main goal is to build a regionally tuned numerical prediction model and a decision-support system for environmental civil protection services and demonstrate it in the central Italian regions, distinguishing which type of observations, conventional and not (or a combination of them), is more effective in improving the accuracy of the forecasted rainfall. In that respect, during the first special observation period (SOP1) of HyMeX (Hydrological cycle in the Mediterranean Experiment) campaign several intensive observing periods (IOPs) were launched and nine of which occurred in Italy. Among them, IOP4 is chosen for this study because of its low predictability regarding the exact location and amount of precipitation. This event hit central Italy on 14 September 2012 producing heavy precipitation and causing several cases of damage to buildings, infrastructure, and roads. Reflectivity data taken from three C-band Doppler radars running operationally during the event are assimilated using the 3-D-Var technique to improve high-resolution initial conditions. In order to evaluate the impact of the assimilation procedure at different horizontal resolutions and to assess the impact of assimilating reflectivity data from multiple radars, several experiments using the Weather Research and Forecasting (WRF) model are performed. Finally, traditional verification scores such as accuracy, equitable threat score, false alarm ratio, and frequency bias – interpreted by analysing their uncertainty through bootstrap confidence intervals (CIs) – are used to objectively compare the experiments, using rain gauge data as a benchmark.
Movimento Não Pago: uma leitura sobre a emergência e as condições de representação da causa do transporte público na cidade de Aracaju/SE
Authors: Santos Adrielma Silveira Fortuna dos 
Published: November 2017

O presente artigo examina as condições de representação e a emergência do Movimento Não Pago em torno das reivindicações no âmbito do transporte público e da mobilidade urbana entre o período de 2011 a 2013. Para tanto, foram analisados o Movimento Passe Livre (2003-2010) e a Frente em Defesa da Mobilidade e do Transporte Público (2010-2011). A abordagem utilizada focaliza nas redes sociais, nos repertórios organizacionais e nas experiências pessoais como construção de identidades dos atores. Os procedimentos metodológicos utilizados para a operacionalização deste trabalho foram, principalmente, análise documental, observação participante e entrevistas semiestruturadas. Conclui-se com a investigação, que o recurso escolar, profissional e militante, como também as redes preexistentes construídas pelas lideranças do Movimento em outros espaços de atuação, foram significativas tanto para a emergência do movimento quanto para suas condições de representação e o seu reconhecimento diante dos seus opositores, da mídia e da população de Aracaju.
Obituario de la casa: la vivienda como experiencia
Authors: Palacios Aguilar José del Carmen 
Published: November 2017

Obituario pretende reconocer el desuso y lo que ha dejado de existir en la casa (intrínseco o no), para describir luego todas esas cualidades inactivas y refundar la idea nuevamente. La estructura teórica-práctica del curso de Proyectos de Arquitectura VII (4to año carrera de 5) está centrada en el desarrollo de un proyecto
de vivienda social colectiva. La idea del método es redescubrir esa casa que tenemos y a partir de ese momento re-diseñarla. Se les enseña que la práctica
pedagógica (experiencia) del arquitecto se hace siempre desde lo ya construido, midiendo, dibujando, diseñando; a entender la vivienda desde la experiencia misma del cómo habitamos, haciéndonos partícipes del proceso mientras reformamos lo ya construido, lo ya habitado. Este acercamiento didáctico- pedagógico propone conducirlos a que sean ellos mismos los que produzcan sus propias herramientas de diseño, incentivarlos a manejar -mediante la práctica misma del habitar -lo que corresponde o no al lugar.
Obituary aims to recognize disuse and has ceased to exist in the house (intrinsic or not) and then describe all these dormant qualities and refound the idea again. The structure (theoretical and practical) of the Project of Architectural Design VII (fourth year of five) focuses on the development of a social collective housing project.The
idea of the method is to rediscover this house we already have and there after redesign it. They are taught that teaching practice (experience ) of the architect is always made from the already built, measuring, drawing, designing; understand the housing from the same experience of how to live, making us partakers of the
process as we reform the already built , which already inhabited. This educational didactic approach proposes lead to they themselves produce their own design tools,
encourage them to manage -through the same practice of dwelling -which fits with the place.
El ejemplo da la regla: máquinas de sentido en la docencia de proyectos
Authors: Vela Castillo José 
Published: November 2017

Lógica doble de la ejemplaridad: un ejemplo es siempre, y a la vez, un ejemplo, único y singular, un ejemplar, y un ejemplo a imitar, repetible y múltiple, ejemplar. Una regla que se da en la singularidad de lo particular pero que no
obstante se da a su vez como regla a otras ingularidades. Fruto de una investigación en marcha comenzada hace tiempo sobre las figuras de sentido en la docencia de proyectos arquitectónicos, se presenta aquí una reflexión sobre la cuestión del modelo o paradigma como proyecto de arquitectura. Una serie de figuras ejemplares extraídas de la docencia, articularán esta investigación en su
parte más pragmática. Estas figuras, a su vez, funcionan como ejemplos de una lógica paradigmática que busca iluminar, en las articulaciones entre regla y modelo, no solo un panorama docente, proyectual y arquitectónico sino lo que Giorgio Agamben llama “un contexto histórico-problemático más vasto”.
Two folded logic of exemplarity: an example, being precisely an example, is always singular and unique: exemplar; and at the same time an example is always an example to imitate, repeatable and multiple, many examples to follow: exemplary. This paper presents some partial results of an ongoing investigation undertaken by the author that tries to uncover the figures of sense forged in the design studio teaching. The paper will propose some examples of this logic that stems from the design studio workshop. Of course, those examples, in turn, exemplify the paradigmatical logic that they try to illuminate, a logic in between the subtle articulations that link both rule and model, a logic that ultimately throws light into what Giorgio Agamben calls “a broader historical-problematic context”.
Flipped classroom, LCA y materiales de construcción: una experiencia didáctica para una actividad de aprendizaje cooperativa y activa
Authors: Rizzo Sara , Cappellaro Francesca , Ruiz-Checa José Ramon , Cristini Valentina 
Published: November 2017

El texto presenta una experiencia didáctica interdisciplinar que se está llevando a cabo en el Campus Terracini de la Università di Bologna (por miembros académicos de la Universidad de Bolonia investigadores del centro ENEA y de la Universitat Politècnica de València). La actividad se centra en la realización de un pequeño pabellón, sede del Trasition Team, un grupo experimental, involucrados en temáticas ambientales y sostenibles, internas y externas a la dinámica académica del Campus. Para ello, se ha estructurado una experiencia didáctica constructiva, centrada en este caso, en el empleo de materiales locales, que cumplen con requisitos determinados, prestaciones energéticas e impacto sostenible. Gracias a esta experiencia participativa de autoconstrucción, basada en la aplicación, análisis y definición del LCA de algunos materiales constructivos se está experimentando una propuesta didáctica alternativa, basada en el concepto de clase inversa o flipped classroom, crucial para futuros profesionales vinculados directa e indirectamente al mundo de la construcción.The paper outlines a didactic project undertaken at Campus Terracini (University of Bolonia Italy) thanks to local staff members and with the support of researchers from ENEA agency, Italy and professors of Polytechnic University of Valencia, Spain. The activity tries to To make sustainability transitions happen, considering that it is crucial not only to have a strategic planning processes committed by the top management, but also to encourage community engagement, approaching and promoting a bottom-up process. For this reason the project is concerning the layout of a small pavilion, head quarter of Transition Team (a multifunction group involved in sustainability plan of Unibo). To meet environmental performances, the space is planned with the use of appropriate building technologies, employing low impact and local materials. In addition, the space is realized in auto-construction, in order to strengthen the involvement of final users, the students. This paper will show an evaluation of appropriate building technologies with an LCA approach, combined with flipped classroom didactic methodology.
Cine fórum estructural
Authors: Valverde Aragón Laura , Blasco Miguel Jorge , Maristany Carreras Jordi 
Published: November 2017

Iniciada hace varios años, la idea ha ido evolucionando. Desde la presentación de un primer ciclo basado en los videos de formación técnica de Intemac, hasta la coexistencia de los mismos con objetos traídos desde la
obra y un texto complementario dialogado con los profesores conductores, en el que participan profesores de la asignatura distribuidos entre el alumnado.
El resultado pretende ser una enseñanza complementaria (no sustitutiva) que amplíe y afiance conocimientos de una forma lúdica, proactiva y dinámica pero sin perder rigor docente ni transmisión de conocimiento profesional.
Tiene cabida cualquier temática y nivel (de grado a postgrado) La idea respalda el título mediante una estética de celuloide, el acceso a sala sólo mediante entrada doble que se corta para control (o puntuación extra incentivadora) y la entrega de un vaso con palomitas (que haya acomodador con linterna es ya opcional).
Started some years ago, the idea has evolved since the submission of a first cycle based on the technical training videos of Intemac, up to the coexistence of the same with objects brought from the work and a supplementary text
dialog with teachers conductors, which involved a subject teacher distributed among the student body.
The result is intended to be a supplementary education (not as a substitute) to expand and strengthen knowledge in an entertaining way, proactive and dynamic but without losing rigor or teaching transmission of professional
knowledge.
It has accommodate any theme and level (grade to graduate school) The idea supports the title through an aesthetic of celluloid, room access only
through dual input that is cut to control (or score extra incentive) and the delivery of a glass with popcorn (which has valet with flashlight is already optional).
De la teoría al proyecto
Authors: Agrasar Quiroga Fernando , Paz Agras Luz 
Published: November 2017

Desde la docencia de la asignatura de Teoría de la Arquitectura, impartida en la ETSA de A Coruña, hemos impulsado una estructura docente de la materia basada en un acercamiento entre teoría y proyecto. Diversas arquitecturas atractivas para la sensibilidad contemporánea de nuestros alumnos son analizadas a través de las ideas formuladas en otras épocas históricas, en ocasiones como negación de lo propuesto y, en otras, en una perfecta sintonía conceptual que ha trascendido el tiempo histórico en el que problema y solución fueron teorizados. Se introduce la interacción entre distintas disciplinas como herramienta para el enriquecimiento del proyecto arquitectónico y se hacen lecturas transversales de conceptos aplicados en contextos diversos.
El objetivo de este esfuerzo analítico está enfocado a la dotación de herramientas creativas para su aplicación en el proceso arquitectónico a partir de la teoría de la arquitectura, necesariamente leída desde el propio tiempo.
In the subject of Theory of Architecture, in the School of Architecture of A Coruña, we have promoted an educational initiative based on an approach between theory and project. Some attractive architectures to the contemporary sensibility of our students are analysed through concepts from historical moments, sometimes against these and others, in a perfect conceptual harmony
that has transcended the time where problems and solutions were theorized. The interaction among different disciplines is presented as a tool to the enrichment of
the architectural project and transversal approaches are proposed in different contexts.
The aim of this analytical effort is focused on giving creative tools to be applied to the architectural process from the theory of architecture, necessarily understood
from the point of view of our time.
Difundir lo aprendido: razones y medios
Authors: Devesa Devesa Ricardo 
Published: November 2017

La irrupción de los medios de comunicación han afectado el modo en que se construye el conocimiento. El objetivo de este artículo es el de aducir las razones
y ofrecer ejemplos de cómo los medios de difusión influyen y modifican el modo en el que aprendemos.
La metodología empleada es de base empírica, ya que toma como análisis las propias experiencias docentes desarrolladas en distintas universidades, materias
y cursos o niveles. Los hallazgos derivados de estas experiencias formativas dan razón del papel predominante que toma la incorporación de la difusión en el aprendizaje, pues la interacción entre el conocimiento adquirido y la exposición pública de sus resultados, mejoran el juicio crítico, otorgan conciencia al
estudiante de lo aprendido y disponen sus resultados al juicio de la comunidad científica y de la sociedad en su conjunto.
The irruption of the mass media has affected the way in which the knowledge is constructed. The aim of this article is adducing the reasons and offering examples of how the media of diffusion influence and modify the way in which we learn.
The methodology is based on empirical data, since it takes as analysis the own educational experiences developed in different universities, matters and courses
or levels. The findings derived from these formative experiences give reasons of the predominant role that the incorporation of the diffusion takes in the learning,
since the interaction between the acquired knowledge and the public exhibition of its results, improve the critical judgment, grant conscience to the student of what has been learned and arrange theirs results to the judgment of the scientific community and the society.