APPENDIX 4 – A SUGGESTED TRAINING PROGRAMME FOR ANTARCTIC WEATHER FORECASTERS

Purpose and scope of the appendix

Each weather service/agency will approach the training of Antarctic weather forecasters in its own way taking into account the policies, priorities and resources that pertain to the individual weather service/agency. There are no doubt several or more excellent Antarctic forecaster training programmes in existence. The pre–departure training programme outlined here is, therefore, presented as a suggestion only for those forecasting services that might appreciate some lead in this area, or which are seeking alternative training ideas. The approach taken is to: (i) identify the forecasting tasks to be undertaken; (ii) identify the competencies required to undertake these tasks; and (iii) develop a training programme to provide participants with the identified competencies.

The training programme example outlined below assumes that the forecaster will have to provide forecasting for ship operations en route to and from the Antarctic and will have to provide forecasts for aviation and non–aviation operations whilst in the Antarctic. There are, no doubt, other tasks that are required of various Antarctic forecasters according to individual requirements of the various international forecasting agencies. And so the suggested training programme could be used as a template for developing the competencies and related training courses for a wide variety of forecasting tasks.

Similarly, the infrastructure that is available to the Antarctic forecaster will vary from agency to agency. Here certain forecasting tools have been cited merely for the purposes of illustrating one approach. These infrastructure tools include: AVHRR; APT; access to FTP/internet; access to numerical model data and to conventional surface and upper–air observations. Moreover, access to a data visualisation–display system is assumed, for example:

Man computer Interactive Data System (McIDAS) see, for example, http://www.ssec.wisc.edu/mcidas/

Grid Analysis and Display System (GrADS) – see, for example, http://grads.iges.org/grads/head.html).

Overview of forecast–related tasks for an Antarctic Weather Forecaster

Forecasting tasks

The most important product that the Antarctic weather forecaster will produce is a forecast that meets the forecast user’s need: this need is assumed here to be primarily that of the user being able to make an appropriate decision (to do something) based on an intelligible, timely and sufficiently accurate weather forecast. Five key tasks are identified here (see also Chapter 6) as being important to the successful delivery of weather forecasts for the Antarctic:

Task 1

Observe the present weather and identify the relevant weather systems.

Task 2

Diagnose the present weather and weather systems.

Task 3

Predict the evolution of relevant weather systems taking into account the orographical, topographical, oceanographic and atmospheric environment.

Task 4

Diagnose the weather that might result from this evolution.

Task 5

Translate this diagnosis into a forecast that the user will understand.

Task 6

Communicate the forecast to the user in a timely manner.

Task 7

Verify the effectiveness and efficiency of the forecast process with a view to improving future forecast outcomes.

Observing tasks

While this document is not aimed at observational techniques or personnel, it is often necessary for all meteorological personnel to make at least surface observations. Obviously it is expected that forecasting personnel will avail themselves of the services of trained meteorological observers where available. Where no assistance is available, the following task is suggested:

Task 1

Make necessary weather observations unavailable from other sources.

Warning tasks

Most of the tasks involved in the preparation of forecasts are common to those involved in the preparation of warnings, however these extra tasks are suggested:

Task 1

Estimate the probability of hazardous conditions occurring within a specified period.

Task 2

If the probability of hazardous weather exceeds a specified threshold, issue a timely warning.

Summary of Antarctic Weather Forecaster core competencies

The table below summarises, for each of the proposed general forecasting tasks (forecast/observations/warnings), sub tasks and the related competencies required to perform the sub task. In this table, references are given to the training modules that follow the table. They are in the form letter number where the letter designates the stream and the number designates the module within the stream. So, for example, B2 refers module 2 in stream ‘B’

All other references are to sections within the main body of this handbook, or to information available in the literature.

Forecasting tasks

Generic forecasting output	Generic tasks in the preparation of a weather forecast	Specific forecasting competency required to meet the relevant task	Forecasting training course component	References
1. A forecast that allows the user to make an appropriate decision to do something.	Task 1 Collect and analyse the present weather data and identify the relevant weather systems. See also “Generic forecasting output” 2 (Observations)	Task component 1.1: Access relevant Antarctic communications networks and satellite observing systems to collect observations.	Performance criteria –Use Antarctic communication networks and satellite observing systems to obtain weather observational data. Description of performance criteria –Employ the various communication methods available to the Antarctic forecaster, especially the GTS –Acquire satellite imagery from all relevant sources. –Manipulate available satellite facilities to receive selected satellite data in real time. Regional variations –FTP, E-mail, HF fax, etc. may be of particular relevance to certain forecasting agencies. Underpinning knowledge, skills, and systems –Identify the various communication methods available to the Antarctic forecaster, especially the GTS; –Ability to access the GTS, verify if it is working correctly and decode the data; –Where relevant, demonstrate the use of Unix, ftp, E-mail systems; –Outline the use of geostationary and polar–orbiting satellite systems relevant to Antarctic forecasting operations. –Identify sources of satellite imagery.	A1, B2, C2, C3 4.1.1, 4.1.2, 4.1.3 See also King and Turner (1997, Chapter 2)
		Task component 1.2 Apply Antarctic observations codes, communications protocols and satellite orbit data to obtain useful information.	Performance criteria –Observation codes are used if needed to provide information on the current weather situation. –Relevant satellite tracking tools are employed to obtain satellite pass details. Description of performance criteria –Decode weather messages directly where doing so will hasten the acquisition of relevant data. –Plan the satellite reception schedule and detect potential problems such as clashes or unwanted passes. Regional variations –There may be other systems or protocols relevant for gaining weather observational data, for example, AWS data. –In some contexts it may be useful to be able to decode relevant portions of “T-Bus” or “two line element” messages.  This should only be necessary if suitable software is not available to ingest such data automatically. Underpinning knowledge, skills, and systems –Ability to decode relevant messages to the level and extent required; –Outline the relevant features of AVHRR and/or APT image acquisition. –Demonstrate the use of orbital elements and orbital prediction techniques or software to maximise satellite image availability and usefulness.	A2, C1
		Task component 1.3: Display a variety of weather observational data.	Performance criteria –Conventional surface, upper–air, satellite, and NWP/manual analysis data are displayed. Description of performance criteria –Operate the various display tools available to the Antarctic forecaster. –Identify regional phenomena in data presentations. Regional variations –Some agencies might have display systems such as McIDAS and GRADS, others might have only HF Fax: in other words there may be a wide variety of options. Underpinning knowledge, skills, and systems –Demonstrate the ability to use relevant display systems, such as McIDAS; GRADS or whatever is appropriate to the agency. –Demonstrate the techniques necessary to detect regional phenomena.	B2, D1
		Task component 1.4 Interpret high‑latitude satellite imagery	Performance criteria –Satellite imagery of high–latitude areas is used to provide information on sea ice and cloud. Description of performance criteria –Identify various topographical features including cloud and sea ice features; –Provide estimates of the temperatures of cloud tops and marine features. –Employ multi-channel techniques where available to detect low cloud or other significant features. Regional variations –Some regions will have access to a variety of satellite data, including DMSP and microwave, other agencies might only have access to APT and so requirements and skills may vary. Underpinning knowledge, skills, and systems –Outline the characteristics of the various bands (wavelengths) available in satellite imagery; –Using satellite imagery, demonstrate the detection, identification and classification of: ·         Geographical features such as islands, mountains etc. ·         Cloud (types and elevations). ·          Ice features such as blue–ice areas, glaciers, sea ice, fast ice, icebergs or ice shelves. ·         Meteorological features such as katabatic outflow streams. –Demonstrate the ability to recognise Antarctic coastal landmarks in the absence of latitude and longitude grids.	C4 4.3
		Task component 1.5 Undertake Antarctic–based mesoscale and synoptic scale surface and upper‑air analyses, including vertical cross–sections and vertical temperature & humidity profiles.	Performance criteria –Mesoscale and synoptic scale surface and upper‑air analyses, including vertical cross–sections and vertical temperature & humidity profiles are produced. Description of performance criteria –Use observational data to construct the relevant analyses. Regional variations –Some agencies might only require synoptic scale analyses to be prepared.  In some agencies, much of this work may be done using computing resources, leaving only minimal analysis to be done. Underpinning knowledge, skills, and systems –An ability to infer weather system characteristics from satellite data; –Skill at producing legible and credible analyses from sparse data. –Be able to distinguish between the various scales of analysis; -Be able to employ available computing resources to display such analyses as are available outline the characteristics and  limitations of such analyses.	C4, D6 5.0
	Task 2 Diagnose the present weather and weather systems.	Task Component 2.1 Relate systems detected in Task 1 to documented conceptual models where available.	Performance criteria –Choose the most appropriate conceptual model on the basis of available data. Description of performance criteria –Integrate available data to choose an appropriate conceptual model. –Detect regional phenomena and integrate them into an appropriate conceptual model. Regional variations –Regional preferred conceptual models. Underpinning knowledge, skills, and systems –List the conceptual models relevant to Antarctic forecasting, identifying in each case the relevant scale of motion and the environmental clues (including local phenomena) that would indicate its use. –Outline the atmospheric environment conducive to each model. –List the regional phenomena likely to be significant to the selection and modification of conceptual models.	C5, D1, D2, D5 4.2.4, 6.3, 6.4, 6.5 See also King and Turner (1997, Chapters 5 and 6).
		Task Component 2.2 Create working hypotheses regarding weather systems where no documented model can be recognised.	Performance criteria –Create a conceptual model to fit available data. Description of performance criteria –The model created is consistent with accepted meteorological principles and with observations. –The model can be explained and defended to competent practitioners and clients. Regional variations –Regional undocumented conceptual models. Underpinning knowledge, skills, and systems –Strong professional knowledge of Antarctic meteorology and meteorology in general. -Ability to explain regional conceptual models at a professional level.	C5, D1, D2
	Task 3 Predict the evolution of relevant weather systems, taking into account the orographical, topographical, oceanographic and atmospheric environment.	Task component 3.1 Predict evolution of relevant weather systems on the basis of the preferred conceptual model.	Performance criteria –The sequence of events expected is outlined. Description of performance criteria –The time scale of expected events is appropriate. –The sequence of events is relevant to the forecast. Regional variations – Underpinning knowledge, skills, and systems –Outline the typical life cycles for conceptual models.	D1, D2, D5 2.4, 2.5, 6.4, 6.5, 6.6.13 See also King and Turner (1997,  Chapters 5 and 6).
		Task component 3.2 Reconcile available forecast diagnostic data with the preferred conceptual model.	Performance criteria –The sequence of events expected is consistent with forecast diagnostic data. –See also task component 1.1 in relation to display of meteorological analyses and prognoses. Description of performance criteria –Conceptual model is consistent with diagnostics. –All relevant diagnostics are examined. Regional variations – Underpinning knowledge, skills, and systems –Ability to extract data from display systems. – Ability to select appropriate diagnostics.	B2, B3
	Task 4 Diagnose the weather that might result from this evolution.	Task component 4.1 Estimate relevant forecast parameters for required times.	Performance criteria –Use forecast diagnostics and/or conceptual models to estimate the values of relevant forecast parameters at the times needed for a forecast. Description of performance criteria –Diagnostics are used with reference to expected accuracy and reliability. –Conceptual models are used within their limitations. Regional variations – Underpinning knowledge, skills, and systems –Outline numerical model characteristics and limitations such as resolution or physical parameterisations. –Outline display characteristics and limitations such as units, colours, contours and resolution. –Outline the use of conceptual models to predict weather parameters.	B2, B3,C5,  D2, D5 4.2
		Task component 4.2 Extrapolate from the forecast data to produce any necessary forecasts of weather elements.	Performance criteria –All necessary forecast elements are predicted on the basis of available forecast data. Description of performance criteria –Use available forecast parameters to predict values at non-standard times or times beyond the scope of guidance. –Predict the values or occurrences of any further elements required for the forecast. Regional variations – Underpinning knowledge, skills, and systems –Describe the relationships between forecast parameters or diagnostics such as wind speed or relative humidity and secondary parameters such as drifting or blowing snow, airframe icing, fog or whiteout. –Describe the influence of non-meteorological factors on the prediction of events such as drifting snow or fog.	D2, D5 2.6.5, 2.6.8, 6.6
	Task 5 Translate this diagnosis into a forecast that the user will understand.	Task component 5.1 Identify forecast events that broach significant thresholds.	Performance criteria –Detect the crossing of thresholds and significant phenomena in forecast parameters that create the need for action on the part of the user. Description of performance criteria –Detect significant phenomena in the forecast, such as gales, blowing snow, white–out, and poor visibility. Regional variations –Some regions may have users sensitive to other phenomena – e.g. very low temperatures for man hauling or for fuel economy. Underpinning knowledge, skills, and systems – List the definitions and characteristics of significant phenomena. –List significant thresholds and phenomena for all stakeholders.	D3, D4, D5, D7 3.0
		Task component 5.2 Synthesise a presentation of forecast elements appropriate to each user and to communications channels, ensuring that significant events identified above are given adequate coverage.	Performance criteria –Create a forecast in any format required by significant stakeholders. Description of performance criteria –Terms employed are understood by the user. –Users can easily detect significant events in the forecast (e.g. use of the term ‘blizzard’ rather than ‘blowing snow’ where appropriate). –Appropriate graphics are used to present or illustrate. Regional variations –Some regions may prefer text to graphics, while some regions may wish forecasts to be disseminated via web pages - in which case specialised web page composition skills may be of value. Underpinning knowledge, skills, and systems –Outline appropriate language, graphics. –List significant events/phenomena. –List common faults in communication. –Detect the broaching of significant thresholds in forecast documentation. –List significant events/phenomena and detect their likelihood from forecast documentation. –Demonstrate the creation of a web forecast page if appropriate.	D3, D4, D5, D7 3.4.1, 3.4.2, 3.5.1, 3.5.2
	Task 6 Communicate the forecast to the user in a timely manner.	Task component 6.1 Choose appropriate communication channels for each forecast.	Performance criteria –The forecast is sent by the most effective channel to each user. Description of performance criteria –Communications personnel receive the forecast in a manner that facilitates its further dissemination. –Good relations with communications staff are maintained, in order to preserve the priority and fidelity of transmitted forecasts. –Alternative dissemination techniques such as E-mail are employed where appropriate. Regional variations – Underpinning knowledge, skills, and systems –Outline the expected level of meteorological experience of communications operators. –Maintain good relations with communications staff. –Outline the advantages and disadvantages of the various techniques for dissemination of forecasts.	A1. (Human relations issues are outside the scope of this handbook.)
		Task component 6.2 Transmit prepared data via available communication streams.	Performance criteria –The forecast is transmitted efficiently and effectively. Description of performance criteria –-Communications equipment is operated efficiently and effectively. –-Computing resources are efficiently employed to achieve timely transmission of forecasts. -Forecasts are received by users in time to allow the forecast to be considered in their decision–making processes. Regional variations –Some regions may not use computers to transmit forecasts.  –Some regions may require forecasters to communicate with selected users by radio. Underpinning knowledge, skills, and systems –Outline the characteristics and limitations of Antarctic communications. –Outline the characteristics of effective use of radio equipment as necessary.	A2. (Operation of radio equipment is outside the scope of this handbook.)
		Task component 6.3 Maintain all relevant communications facilities at the user level.	Performance criteria –Computers and support equipment are available for use when needed. Description of performance criteria –Computing resources are maintained at the user level. –Engineering personnel are informed of serviceability levels of equipment. –Necessary consumables or spares are acquired and shipped for use. Regional variations –Some regions may require skill above the user level by operators, especially in remote localities.  Forecasters may also be required to take responsibility for their spares and consumables. Underpinning knowledge, skills, and systems –Demonstrate the ability to maintain relevant computer systems at least at the user level. –List the equipment needed at the user level for maintenance. –List the consumables needed for operation of relevant systems. –Outline the procedures for shipping items to the forecasting office.	B1
	Task 7 Verify the effectiveness and efficiency of the forecast process to ensure continuous improvement.	Task component 7.1 Maintain a meteorological verification procedure for all forecasts issued.	Performance criteria –Forecasts are analysed to extract information on standards achieved. Description of performance criteria –Statistics are available on the achievement of significant meteorological goals. –Forecasts are benchmarked as far as possible against best practice. Regional variations –Benchmark data are not easy to acquire, since the forecasting task varies from region to region.  It may be necessary to benchmark within the region only. Underpinning knowledge, skills, and systems –Outline the planned verification procedure. –Outline the planned analysis of forecast performance.	Expected background professional expertise.
		Task component 7.2 Maintain a user utility verification procedure for all forecasts issued.	Performance criteria –Forecast outcomes are analysed to extract information on the utility to the user. Description of performance criteria –Statistics are available on the achievement of significant client satisfaction goals. –The forecaster is able to brief interested persons on the perceived utility of the forecast. –Data on the utility of forecasts is acquired in an unobtrusive manner. Regional variations –The forecaster may be required to report to multiple agencies or supervisors etc.  Underpinning knowledge, skills, and systems –Ability to identify significant stakeholders and maintain good relations with them. –Ability to evaluate user feedback to verify forecast performance	Human relations issues implied here are beyond the scope of this handbook.

Observational tasks

Generic forecasting output	Generic tasks in the preparation of a weather forecast	Specific forecasting competency required to meet the relevant task	Forecasting training course component	References
2. Observational data that allows the user to make an appropriate decision.	Task 1 Make necessary weather observations unavailable from other sources.	Task component 1.1 Undertake observations required in the course of expected operations.	Performance criteria –Observations are recorded and encoded as required. Description of performance criteria –Be able to make accurate observations of all elements of weather observations. –Be able to encode elements correctly for transmission. –Observations are accessible in a form understood by all stakeholders. Regional variations –Some agencies might not require or permit forecasters to make observations, while some may require more observational skills, e.g. pilot balloon ascents.  Underpinning knowledge, skills, and systems –List the limitations of observational equipment to be used. –Demonstrate correct observational techniques to the satisfaction of qualified meteorological observers.	These skills are necessary for most Antarctic forecaster personnel, but are beyond the scope of this handbook.

Warning tasks

Generic forecasting output	Generic tasks in the preparation of a weather forecast	Specific forecasting competency required to meet the relevant task	Forecasting training course component		References
3. Timely warnings that will permit users to avoid loss of life or significant risk, both personal and economic.	Task 1 Estimate the probability of hazardous conditions occurring within a specified period.	Task component 1.1 As per tasks 1-4 for “Generic forecasting output” 1 (Forecasting).		Performance criteria –Estimate the likelihood and severity of possible hazardous or significant weather. Description of performance criteria –Probability of significant weather is estimated frequently enough to allow good lead times in the event warnings are issued. –Probabilities are realistic and based on sound meteorological reasoning. Regional variations –Nil perceived. Underpinning knowledge, skills, and systems –List the significant phenomena for each user group. –-State the period within which each condition or phenomenon should be detected.	B2, B3, B5, D2 3.0
		Task component 1.2 Detect the likelihood of any other hazard within the capability of the forecaster where appropriate.		Performance criteria –Other significant events, not normally within the scope of meteorology are detected as required. Description of performance criteria –-Other significant events are detected. Regional variations –Responsibilities may occasionally be placed on forecasters that are normally outside the scope of meteorology because of the lack of appropriate staff in other areas, for example in glaciology, geology or astronomy.  These situations are probably rare, but might need to be dealt with in regional training programs. Underpinning knowledge, skills, and systems –Outline any relevant areas and list resources available. –Demonstrate the use of any available resources.	D8, Mostly beyond the scope of this handbook.
	Task 2 If the probability of hazardous weather exceeds a specified threshold, issue a timely warning.	Task component 2.1 Create a warning in a format that the user will understand.		Performance criteria –Timely warnings communicate the likelihood and severity of possible hazardous or significant weather. Description of performance criteria –The warning is issued in time for users to take appropriate actions in response. –The warning is in a format accessible to the user. –-If necessary and appropriate, a course of action is specified. –The warning is amended as required. Regional variations –It is unlikely that a course of action will need to be specified in most regions. Underpinning knowledge, skills, and systems –Ability to phrase warnings in a format suitable to its recipients. –List the probability thresholds for issuing each type of warning.	D3, D4, D5, D7
		Task component 2.3 Transmit the warning via appropriate channels.		Performance criteria –Warnings are communicated to the relevant users insofar as it lies within the ability of the forecaster to do so. Description of performance criteria –Warnings are available to communications staff in a format suitable for transmission. –Warnings are transmitted via other routes where appropriate. Regional variations –-It may be necessary to inform station leaders or other management by telephone, fax or e-mail when warnings are issued.  Notices may also need to be placed in agreed locations. Underpinning knowledge, skills, and systems –Ability to influence communications staff to transmit warnings as appropriate. –Ability to explain the characteristics and limitations of the warning to management staff. –Ability to use any communications equipment supplied for the purpose of issuing warnings.	A1 Human communications issues are outside the scope of this handbook.

Outline of the proposed training programme

Description

The suggested training programme covers four streams: data availability; numerical tools; satellite image acquisition and interpretation; and Antarctic forecasting. It is assumed that through the prerequisite Diploma of Meteorology, or a similar type of qualification, the participants will have a good grounding in general forecast methodology.

As outlined below, each stream is divided into learning modules and each module is divided into one or more content parts. Learning outcomes for each module and content part are described so that participants have a clear guide as to what they are expected to be able to do. The assessment criteria; conditions under which the learning physically takes place; assessment method; resources; and references, are all indicative only and will vary depending on the actual training requirements.

Stream–module layout

Stream A         Data availability

• Module 1                     Antarctic communications networks;
• Module 2                     Codes.

Stream B         Numerical Tools

• Module 1                     Operating System procedures;
• Module 2                     Display of numerical products;
• Module 3                     Use and assessment of numerical products.

Stream C         Satellite image acquisition and interpretation

• Module 1                     Orbital prediction;
• Module 2                     AVHRR image acquisition and analysis;
• Module 3                     APT image acquisition and analysis;
• Module 4                     Identification of cloud and ice features;
• Module 5                     Assessment of cyclogenesis potential.

Stream D         Antarctic Forecasting

• Module 1                     Climatology (micro and synoptic scale);
• Module 2                     Significant weather event characteristics;
• Module 3                     Aircraft operation requirements;
• Module 4                     Airline operation requirements;
• Module 5                     Conditions at sea;
• Module 6                     Chart preparation and analysis;
• Module 7                     User profiles;
• Module 8                     Other scientific issues.

Prerequisites

The highest level of prerequisite education assumed is that of Bachelor of Science with a post‑graduate Diploma in Meteorology or equivalent. No doubt such qualifications will vary from nation to nation. Where additional skills are required these are mentioned as "additional prerequisites".

Learning outcome

There has been no detailed attempt in the suggested training programme to prescribe how the topics might be taught; rather the emphasis has been what might be taught. The overall Learning outcome for the programme is the acquisition and standardisation of skills facilitating the provision of high quality forecasts immediately following departure from the participants' home ports.

Stream A    Data availability

Purpose

To equip participants with the skills necessary to extract data from the Antarctic communications networks and decode it as necessary.

List of Modules:

Module 1         Antarctic communications networks

Module 2         Codes.

Details of Module 1

Description:    Antarctic communications networks.

Duration:                    1 hour.

Module purpose: To equip participants with knowledge of the network necessary to extract data for routine purposes and the appropriate actions to carry out in the event of communications system failures.

Summary of Content:

·                         Structure of the communications system.

·                         Limitations on data availability.

·                         Data extraction procedures.

This module should be amenable to tutorial style teaching via example with a personal computer.

Learning outcome

From Contents 1, 2, and 3 (communications system structure, limitations; extraction) of Module 1 (Antarctic communications network) participants will be able to verify that communications are operational using simple tests and to send messages in all formats required.

Teaching overview:

Assessment criteria:   

1.1     demonstrate steps required to test systems.

1.2     send samples of each type of message to be sent during the season in test mode.

·                         Conditions:                              Learning could take place in a tutorial type situation.

·                         Assessment method:     Performance in task.

·                         Resources:                               PC running Eudora or similar E–mail front end; fax transmitter.

Details of Module 2

Description                              Codes.

Duration:                                Up to 1 hour.

Module purpose:                     To equip participants with knowledge and skills necessary to decode such coded messages as are likely to be received and require manual decoding, e.g. TTAA, TTBB, AAXX.

Summary of Content:

·                         Decoding upper–air temperature/wind messages.

·                         Decoding surface synoptic messages.

·                         Decoding ship/drifting buoy observations.

This module requires face–to–face learning and practice with sample messages.

Learning outcome

From Contents 1, 2, and 3 (decoding upper, surface, ship/buoy observations) of Module 2 (Codes) participants will be able to extract upper winds and temperatures from TTAA and TTBB messages, avoiding common errors and verifying that messages contain the correct dates and times and identifying the correct station identifiers. Participants will be able to decode the other observation types.

Teaching overview:

Assessment criteria:     Decoded observations are correct.

·                         Conditions:                              Learning could take place in a tutorial type situation.

·                         Assessment method:     Performance in task.

·                         Resources:                               Code templates, decoding documents, sample messages.

Stream B             Numerical Tools

Purpose

To equip participants with the skills and understanding necessary to maximise the utility of system software and take remedial action when minor failures occur. Participants should also be able to choose the appropriate data types for given forecast contexts.

List of Modules:

Module 1         Operating System procedures.

Module 2         Display of numerical products.

Module 3         Use and assessment of numerical products.

Details of Module 1

Description                  Operating System Procedures.

Duration:                    1 hour.

Module purpose:  To equip participants with the skills and knowledge necessary to perform basic computer operating system tasks necessary for the operation of the forecast office.

Summary of Content:

·                         1.         Overview of the most commonly used commands or procedures required by users in a remote environment.  For example, in UNIX, they might include pwd, cd, ls, whereis, ps, kill, df, more, grep, man, apropos, xedit.

·                         2.         In the Microsoft Windows environment, procedures such as creating shortcuts, installing software, locating files, defragmenting the system might be necessary.

Learning outcome

From Content 1 and 2 of Module 1 Operating System Procedures: at the end of instruction the participant will be able to demonstrate the basic tasks necessary to operate the computer systems in use in the forecast office.

Teaching overview:

Assessment criteria:

·                         Participant can choose the correct procedure/command(s) to achieve specified outcomes in the computing environment and employs them efficiently.

·                         Participant can describe any risks inherent in a nominated procedure.

·                         Participant can carry out recovery procedures from common errors.

·                         Participant can modify selected user level programs to achieve specified outcomes of relevance to normal operations of the office.

·                         Conditions:                              Teaching will be conducted by a suitably qualified person at a suitable venue: out–sourced if necessary.

·                         Assessment Methods:   Participant will demonstrate the required skills to his/her instructor in a classroom context.

·                         Resources:                               Computing facilities.

Details of Module 2

Description:                Display of numerical products

Duration:                                2 hours

Module purpose:                     To equip participants with the skills and knowledge necessary to utilise fully the data display systems used in the forecast office for the visualisation of observational and numerical model data, including surface observations, upper–air data and satellite imagery.

Extra prerequisites:     Basic computer skills (eg: Module 1 above).

Summary of Content:

·                         1.                     Overview of the forecast office data structures and data flow.

·                         2.                     Introduction to display systems if needed.

·                         3.                     Model output display systems.

·                         4.                     Surface synoptic data and display system.

·                         5.                     Upper–air data display system (real and numerical).

Learning outcome

From Contents 1 to 5 of Module 2 (display of numerical products) the participant will be able to demonstrate the ability to use appropriate display systems to display all meteorological data available at the forecast office.

Teaching overview:

Assessment criteria:

1. Participant can choose the correct command(s) to achieve specified outcomes using display systems and employs them efficiently.

2. Participant can describe any risks inherent in a nominated procedure.

3. Participant can carry out recovery procedures from common errors.

4. Participant can modify selected user level schedules or batches to achieve specified outcomes

·                         Conditions:                              Teaching will be conducted by a suitably qualified person at a suitable venue: out‑sourced if necessary.

·                         Assessment Methods:   Participant will demonstrate the required skills to his/her instructor in a classroom context.

·                         Resources:                               Computer system similar to that in use in the Antarctic forecast office, with appropriate operating system and display facilities. 

Details of Module 3

Description:    Use and assessment of numerical products.

Duration:                    2 hours

Module purpose:         To equip participants with the skills and knowledge necessary to assess the value of numerical products.

Summary of Content:

·                         Introduction to products available.

·                         General evaluation of the strengths and weaknesses of the various products.

Learning outcome

From Contents 1 and 2 (products and their evaluation) of Module 3 (assessment of numerical products) the participant will be able to list the available numerical products, outline the contexts under which they are useful and discuss the relative strengths of the models.

Teaching overview:

Assessment criteria:     Participant can outline the limitations and the relative strengths and weaknesses of numerical products where such information is available and relevant.

Conditions:                              Learning will be undertaken in a tutorial type situation.

Assessment Methods:    Participant will either describe numerical model strengths and weaknesses to his/her instructor in a classroom context or complete a multi–choice examination of approximately 10 questions on the subject.

Resources:                               Case study materials, overhead projector, and computer terminal to display satellite imagery and model output.

Stream C    Satellite image acquisition and interpretation

Purpose

Equip participants with the skills and understanding necessary to maximise the utility of satellite data in high latitude oceanic and Antarctic regions.

List of Modules

• Module 1                     Orbital prediction.
• Module 2                     AVHRR image acquisition and analysis.
• Module 3                     APT image acquisition and analysis.
• Module 4                     Identification of cloud and ice features
• Module 5                     Assessment of cyclogenesis potential.

Details of Module 1

Description:     Orbital Prediction.

Duration:                    15 min.

Module purpose: To equip participants with the skills and knowledge necessary to programme and operate satellite equipment with all necessary orbital elements.

Summary of Content:

·                         1.                     Orbital description.

·                         2.                     Sources of orbital elements.

·                         3.                     Utilisation of elements in orbital prediction software.

This module requires face-to-face learning, which must be accomplished mainly by theory presentation. The extraction of orbital elements can be postponed to after this module if samples are available.

Learning outcome

From Contents 1, 2, and 3 (orbital description, sources and utilisation) of Module1 (orbital elements) the participant will be able to load orbital elements into prediction software and make rough checks as to accuracy and consistency.

Teaching overview:

Assessment criteria:

·                         If necessary, use templates or manuals to identify all required elements of the messages, with the correct units and magnitude for groups with assumed digits.  Confirm that all elements identified are plausible values.

·                          

·                         OR

·                          

·                         Employ orbital prediction software to ingest new orbital elements where this is required.

·                         Predict the times and significant features of relevant meteorological satellite passes for the local area.

·                         Conditions:                              Learning will be conducted in a classroom situation, ideally with access to a computer with which to make the required predictions.

·                         Assessment method:     Demonstrate accurate extraction of orbital elements if required. Demonstrate the prediction of times and features of orbital passes.  Detect clashes with unwanted satellites.

·                         Resources:                               Orbital element decoding publications and templates if necessary (see for example http://www2.ncdc.noaa.gov/docs/klm/html/a/app-a.htm).  Computers with software for orbital prediction should also be available.

Details of Module 2

Description:                AVHRR image acquisition and analysis.

Duration:                                4 hours

Module purpose:                     To equip participants with the skills and knowledge necessary to operate the HRPT system at the forecast office and understand the data flow from the HRPT system to the AVHRR image files produced for the satellite data display system. Also provide additional skills for the inclusion of GMS data in polar regions.

Extra prerequisites:     Experience with operating systems and display systems.

Summary of Contents

·                         1.         System Hardware and software.

·                         2.         Data flow, including automated downloading of GMS imagery from a suitable source and user-initiated retrieval of external data sources.

·                         3.                     Ingestion and processing of data.

·                         4.                     Relevant operating system and display system operations.

This module requires some face-to-face learning that must be accomplished mainly by theory presentation. Most procedures may be demonstrated and practiced at the national or regional forecast centre. It may be necessary for certain HRPT training to be conducted at a suitable HRPT station.

Learning outcome

From Contents 1, 2, 3, and 4 (orbital description, sources and utilisation) of Module 2 (AVHRR image acquisition) the participant will be able to demonstrate the basic operations of the HRPT system and the image files available to the forecaster and be able to manually request or download satellite data from a remote source.

Teaching overview:

Assessment criteria:

1.       Given access to relevant equipment, participant can put it in the required state for ingestion of normally required satellite data within the time normally allowed for set up.

2.       Participant is able to diagnose common error conditions that have occurred, recover data that may be retrievable and make changes to the system that will allow correct future ingestion.

3.       Given a request for satellite imagery for a specified area south of 50ºS, participant can access readily available data within a reasonable period (to be determined by the assessor in consultation with experienced forecasters).

Conditions:                              Learning will best undertaken in a tutorial situation with access to real time data or to relevant simulated data (case study).

Assessment methods:     Given access to relevant equipment, participant will demonstrate the required skills to his/her instructor in a classroom context. If equipment is not available, participant will describe the steps necessary to achieve the required outcome.

Typical Resources:        Computer with display system and access to archived images. For example, a UNIX system with McIDAS/X function and access to an archive.

Details of Module 3

Description:                APT image acquisition and analysis.

Duration:                                6 hours.

Module purpose:                     To equip participants with the skills and knowledge necessary to operate APT equipment.

Extra prerequisites:     Experience in the use of relevant operating systems.

Summary of Content

·                         1.         Use of an APT reception and display system to acquire, navigate, analyse and save satellite data.

·                         2.         Use of software to maintain the APT system.

·                         3.         Use of software to manipulate, display and transmit images.

·                         4.         Use of a ship–based satellite receiver to receive, analyse and print images.

This module requires a small amount of face–to–face learning but mainly requires practice with an APT PC and any dedicated ship–based system. It will be necessary to schedule learning sessions when suitable satellite passes are available and when access to the relevant re–supply/research vessel is available.

Learning outcome

From Contents 1, 2, 3, and 4 (APT functions) of Module 3 (APT image acquisition) the participant will be able to:

• Adjust all APT PC parameters for NOAA or METEOR satellite reception;
• Programme automatic reception of desired passes;

·        Display passes received;

• Renavigate images;
• Enhance images;
• Save images in GIF format;
• Transfer images to other stations;
• Maintain the APT system for optimum efficiency.

Teaching overview:

Assessment criteria:

1. Satellite images are correctly aligned and can be gridded such that the outline of Antarctica (or home nation if using live reception) matches the visible coastal outline.

2. Orbital elements are correctly updated for current passes.

3. Satellite images are correctly enhanced.

4. The PC is left in a state in which the next satellite pass is automatically received.

5. Satellite images are transferred to other computers via the communications network without assistance from the receiving end.

Conditions:                  Learning will be conducted using operational equipment.

Assessment method:    Competency in performing tasks.

Resources:                               APT system correctly aligned and connected to a working APT antenna with preamplifier if necessary.

References:                              APT system manual and other relevant operating instructions.

Details of Module 4

Description:                Identification of cloud and ice features

Duration:                                2 hours

Module purpose:                     To equip participants with the skills and knowledge necessary to identify and distinguish cloud and ice features on satellite pictures.

Extra prerequisites:       Stream C, Module 2: similar satellite image display system (e.g. McIDAS).

Summary of Content:

·                         1.         Detection of ice features.

·                         2.         Detection of cloud features.

·                         3.                     The use of multi–channel data in cloud/ice discrimination.

·                         4.                     Ice edge detection techniques.

·                         5.                     Preparation of ice edge maps.

This module requires a small amount of face–to–face learning but mainly requires supervised hands–on practice with the display system and real data (not necessarily real time).

Learning outcome

From Contents 1, 2, 3, 4, and 5 (ice–cloud detection) of Module 4 (identification of ice–cloud features) the participant will be able to use multi–channel satellite imagery to distinguish ice and cloud.

Teaching overview:

Assessment criteria:

1. The differences in appearance between ice and cloud in various channels can be discussed and can be utilized to distinguish ice from cloud.

2. The ice edge can be detected.

3. Ice concentration can be estimated.

Conditions:                              Learning will be conducted using operational equipment and archived imagery.

Assessment Method:    Competency in performing tasks.

Resources:                               Computer display systems, archived images.

References:                              Bader et al. (1995).

Details of Module 5

Description:                 Assessment of cyclogenesis potential

Duration:                                2 hours

Module purpose:                     To equip participants with the skills and knowledge necessary to assess the likelihood of cyclogenesis, especially explosive cyclogenesis.

Extra prerequisites:       Stream C, Module 2: use of display software or other suitable satellite image display system.

Summary of Contents

·                         1.         Summary of high latitude cyclogenesis models.

·                         2.                     Dynamical support required for cyclogenesis.

·                         3.                     Favoured locations for cyclogenesis.

·                         4.                     Detection and classification of significant cloud features.

This module requires a small amount of face–to–face learning but mainly requires supervised hands–on practice with display software and real data, mostly in case study mode.  Note that the module is split below into two parts.

Learning outcomes for Cyclogenesis Module - part 1 - theory

From Summary of Contents 1-3 the participant will be able to list the most likely types of cyclogenesis experienced in the Antarctic region, distinguishing types by reference to the dynamical environment. Participants will be assisted in this by knowledge of favoured locations for cyclogenesis.

Teaching overview: identifying regions with potential for cyclogenesis

Assessment criteria:

1. Participants can list the most likely regions for cyclogenesis, the likely types of cyclogenesis and describe the distinguishing features.

2. Participants can employ available numerical diagnostics to assess cyclogenesis on the basis of expected cyclogenesis type.

Conditions:                              Learning will be conducted using overhead slides summarizing the significant types.

Assessment method:    Competency in performing tasks.

Resources                                Overhead projector, prepared slides, handouts, case study material. whiteboard, pens.

References:                              Bader et al. (1995); Businger and Reed (1989).

Learning outcomes for Cyclogenesis Module - part 2 – practice

From Summary of Contents 4 (Detection and classification of significant cloud features) the participant will be able to identify regions on satellite images showing evidence of either potential for cyclogenesis or cyclogenesis in progress.

Teaching overview: classifying Cyclogenetic situations.

Assessment criteria:

1. Participants can classify cyclogenesis situations in terms of likely development types and defend the classification in terms of available numerical guidance.

2. The evolutionary model for any specific cyclogenesis type can be used to assess the numerical model output.

3. Explosive cyclogenesis case study images are all correctly identified.

Conditions:                              Learning will be conducted using case study charts.

Assessment Method:    Competency in performing tasks.

Resources:                               Case study charts and imagery.

References:                              Bader et al. (1995); Businger and Reed (1989); Twitchell et al. (1989). Previous Antarctic seasonal reports by forecasters.

Stream D    Antarctic Forecasting

Purpose

To equip participants with the skills and understanding necessary to make accurate forecasts in high latitude oceanic and Antarctic regions.

List of Modules

Module 1                     Climatology (micro and synoptic scale);

Module 2                     Significant weather event characteristics;

Module 3                     Aircraft operation requirements;

Module 4                     Airline operation requirements;

Module 5                     Conditions at sea;

Module 6                     Chart preparation and analysis;

Module 7                     User profiles;

Module 8                     Other scientific issues.

Details of Module 1

Description:    Climatology (micro and synoptic scale)

Duration:                     2 hours

Module purpose: To equip participants with knowledge of the basic Antarctic climate, with special reference to locations of relevance to current operations, and an understanding of the processes that result in the observed climatology.

Summary of Content:

1.            Antarctic climatology – the basic circulation and dynamics.

2.            Climate of the main Antarctic stations/bases in forecast area.

3.            Climate of special locations.

This module requires face-to-face learning that must be accomplished mainly by theory presentation. Note that it is divided into two parts, addressing item 1 above and then items 2 and 3 above.

Learning outcome

From Content 1 (basic circulation) of Module 1 (climatology) participants should be able to describe the basic Antarctic circulation, recognise the component parts as represented on daily charts and be able to indicate the significant regions for cyclogenesis and blocking.

Teaching overview:

Assessment criteria:

1.       Given a seasonal average chart, identify the significant features and describe their significance to daily forecasting.

2.       Given a satellite picture, identify the major circulation features with relevance to Antarctic forecasting.

Conditions:                              Learning will take place in a tutorial type situation.

Assessment method:      Participants will demonstrate knowledge of climatology by indicating relevant features on charts or satellite pictures supplied.

References:                  Schwerdtfeger (1984); van Loon et al. (1972); Schwerdtfeger (1970, pp. 253–355). 

Learning outcome

From Content 2 & 3 (climate main stations/sites) of Module 1 (climatology) participants should be able to discuss briefly the common phenomena affecting each of the bases and areas of special interest (field party locations or helicopter way–points).

Teaching overview:

Assessment criteria:

1.       All phenomena significant to safety at each location can be listed.

Conditions:                              Learning will take place in a tutorial type situation.

Assessment method:      Participants will indicate locations of areas of significant interest and list significant phenomena.

Resources:                               Previous season reports.

Details of Module 2

Description:                Significant Weather Event Characteristics.

Duration:                                2 hours.

Module purpose:                     To give the participants the knowledge and skills required for the prediction of significant weather events in the Antarctic region.

Extra prerequisites:       Stream C, Module 4 – Identification of cloud and ice features, and Stream C, Module 5 – Assessment of cyclogenesis potential.

Summary of Content:

·                         1.         Blizzards at main stations/operational sites

·                         2.         White–out events over the plateau.

·                         3.                     Calm wind events.

·                         4.                     Snowfall events.

·                         5.                     Blowing snow events.

This module requires face-to-face learning that must be accomplished mainly by theory presentation. Ideally this should include extensive case studies.

Learning outcome (blizzards)

From Content 1(blizzards at main sites) of Module 2 (significant weather) participants will be able to define the term 'blizzard'. Participants will be able to recognise the synoptic scale environments conducive to blizzards at the relevant stations and operational sites, assess the potential for blizzard conditions given satellite imagery prognostic charts and estimate the likely time of arrival of wind speeds over 17.5 m s^–1 (34 kt).

Teaching overview (blizzards):

Assessment criteria:

1.       Conditions matching specified criteria can be recognised.

2.       Onset times can be specified with confidence limits nominated.

Conditions:                              Learning should be conducted in a tutorial situation, with case studies for each station.

Assessment method:      Given charts for a given case, a forecast is made and can be defended on the basis of recognised forecast techniques.

Resources:                               Charts and satellite imagery for specific situations, for which the outcome is known. Practical forecasting workshops.

Learning outcome (white–out)

From Content 2 (white–out events) of Module 2 (significant weather) white–out events can be forecast within confidence limits, given appropriate.

Teaching overview (white–out):

Assessment criteria:

1.       Conditions matching specified criteria can be recognised.

2.       Onset times can be specified with confidence limits nominated.

Conditions:                              Learning will be conducted in a tutorial situation, with case studies for each station.

Assessment method:      Given charts for a given case, a forecast is made and can be defended on the basis of recognised forecast techniques.

Resources:                               Satellite images and charts for specific situations, for which the outcome is known. Practice forecasting workshops.

Learning outcome (calm winds)

From Content 3 (calm winds) of Module 2 (significant weather) participants can recognise and predict conditions leading to the onset and cessation of prolonged low wind speed events.

Teaching overview (calm winds):

Assessment criteria:

1.       Conditions matching specified criteria can be recognised.

2.       Onset times can be specified with confidence limits nominated.

3.       Cessation times can be specified with confidence limits nominated.

Conditions:                  Learning will be conducted in a tutorial situation, with

case studies for each station.

Assessment method:      Given charts for a given case, a forecast is made and can be defended on the basis of recognised forecast techniques.  Of the Assessment criteria above, 3.3 is the most important and performance in this is regarded as crucial to the success of the forecaster.

Resources:                               Satellite images and charts for specific situations, for which the outcome is known. Practical forecasting workshops.

Learning outcome (snow):

From Content 4 (snow events) of Module 2 (significant weather) participants can recognise and predict conditions leading to the onset and cessation of heavy snowfall events.

Teaching overview (snow):

Assessment criteria:   

1.       Conditions matching specified criteria can be recognised.

2.       Onset times can be specified with confidence limits nominated.

3.       Cessation times can be specified with confidence limits nominated.

Conditions:                             Learning will be conducted in a tutorial situation, with case studies for each station.

Assessment method:      Given charts for a given case, a forecast is made and can be defended on the basis of recognised forecast techniques. Of the Assessment criteria above, 4.2 is the most important.

Resources:                               Satellite images and charts for specific situations, for which the outcome is known. Practical forecasting workshops.

Learning outcome (blowing snow)

From Content 5 (blowing snow) of Module 2 (significant weather) participants can recognise and predict conditions leading to the onset of blowing snow above eye level.

Teaching overview (blowing snow):

Assessment criteria:

1.       Conditions matching specified criteria can be recognised.

2.       Onset times can be specified with confidence limits nominated.

3.       Cessation times can be specified with confidence limits nominated.

Conditions:                  Learning will be conducted in a tutorial situation, with

case studies for each station.

Assessment method:      Given charts for a given case, a forecast is made and can be defended on the basis of recognised forecast techniques.  Of the Assessment criteria above, 2. is the most important.

Resources:                               Satellite images and charts for specific situations, for which the outcome is known. Practical forecasting workshops.

Details of Module 3

Description:    Aircraft Operation Requirements.

Duration:                    30 minutes

Module purpose: To give the participants an understanding of the requirements of helicopter or fixed wing operations in order to facilitate the focusing of forecasting effort on the most relevant weather elements.

Summary of Content:

·                         1.             Meteorological limitations on flight.

·                         2.         Effects of Icing.

·                         3.         Effects of Turbulence.

·                         4.         Effects of Wind.

·                         5.         Effects of snow.

·                         6.         Other problems.

This module requires face-to-face learning that must be accomplished mainly by theory presentation.  Ideally, a pilot or representative of the company providing air operations for the season should present it. Note that the module is shown here in two parts.

Learning outcome (meteorological limitations on flight)

From Content 1 (meteorological limitations on flight) of Module 3 (aircraft requirements) participants will know the meteorological limitations on Antarctic helicopter or fixed wing operations. Participants will be able to define terms to be used in helicopter or fixed wing support operations, specifically 'horizon', “surface definition” and “white–out”.  In many cases the meteorological limitations will be similar to a requirement for visual meteorological conditions.

Teaching overview (meteorological limitations on flight):

Assessment criteria:

1.       The conditions under which visual flight becomes difficult can be listed.

2.       Conditions under which pilots can continue to fly under adverse visual conditions can be described.

Conditions:                  Learning will be conducted in a tutorial situation.

Assessment method:    Discussion with participants.

Resources:                               Any available operations manuals.

Learning outcome (icing, turbulence, strong winds, snow etc)

From Contents 2, 3, 4, & 5 (effects of icing etc) of Module 3 (aircraft operation requirements) participants will know the limitations on Antarctic helicopter operations imposed by icing, turbulence, strong wind, and snow.

Teaching overview (icing, turbulence, strong winds, snow etc):

Assessment criteria:

1.       The effects of strong winds, turbulence, icing and snow can be listed.

2.       Conditions conducive to icing can be listed.

Conditions:                  Learning will be conducted in a tutorial situation.

Assessment method:    Discussion with participants.

Resources:                               Any available helicopter operations manuals.

Details of Module 4

Description:    Airline operational requirements.

Duration:                    4 hours

Module purpose: To give the participants an overview of the format of flight forecasts produced for scenic flights over the Antarctic coastline.

Summary of Content

·                         1.         Preparation of typical forecast.

·                         2.         Method of dissemination.

This module requires face-to-face learning that must be accomplished mainly by theory presentation and also by practical preparation of a forecast.

Learning outcome

From Contents 1 (forecast preparation) of Module 4 (airline operational requirements) participants will be able to prepare and send a sample forecast to the customer.

Teaching overview:

Assessment criteria:

1.       The forecast is received within the nominated time frame.

2.       The customer regards the forecast as suitable.

Conditions:                              Learning will be conducted in a tutorial situation. Assessment method: discussion with participants.

Resources:                               Sample forecast, computer resources, satellite imagery, model output, real–time high–resolution images from Antarctica.

Details of Module 5

Description:    Conditions at Sea.

Duration:                     3 hours

Module purpose   To give the participants the knowledge and skills necessary to produce forecasts for ships at sea within the southern ocean.

Summary of Content

·                         1.             Use of the HF radiofax aboard vessels.

·                         2.         Typical conditions at sea.

·                         3.         Preparation of a sample forecast.

This module requires face-to-face learning that must be accomplished mainly by theory presentation. Items 1 and 3, however, could profitably be accomplished on a ship rather than in a classroom. Note that this module is broken into two parts.

Learning outcome (use of HF radio fax)

From Contents 1 (use of HF radio fax) of Module 5 (conditions at sea) participants will be able to operate and programme the HF facsimile receiver aboard a re–supply/research vessel.

Teaching overview (use of HF radio fax):

Assessment criteria:

1.       Forecast products are received as programmed.

Conditions:                    Learning should be conducted in a tutorial situation aboard ship while in harbour before departure.

Assessment Method:    Discussion with participants.

Resources:                               A suitable HF radio facsimile receiver.

Learning outcome (conditions at sea, making a forecast)

From Contents 2 & 3 (typical conditions at sea, translated into a forecast) of Module 5 (conditions at sea) participants will have the knowledge and skills necessary to prepare a forecast for use aboard re–supply/research ships.

Teaching overview (conditions at sea, making a forecast:

Assessment criteria:

1.       The forecast is assessed as likely to be suitable for the end user.

Conditions:                  Learning will be conducted in a tutorial situation.

Assessment method:    Discussion with participants.

Resources:                               Sample forecast, PC, satellite imagery, charts available on HF fax, fax transmission schedule.

Details of Module 6

Description                              Chart Preparation and analysis.

Duration:                                1 day.

Module purpose:                     To give the participants the knowledge and skills necessary to prepare chart for forecasting and possibly for dissemination to external users.

Extra prerequisites:     Stream C  (Satellite image acquisition and interpretation).

Summary of Content

·                         1.         Plotting charts.

·                         2.         Analysis of charts.

·                         3.                     Possibly, dissemination of charts.

This module requires practical tutorial sessions with real data. It is divided into three sections, one for each of the items above.

Learning outcome (plotting charts)

From Contents 1 (plotting charts) of Module 6 (chart preparation and analysis) participants will be able to prepare charts for analysis.

Teaching overview (Plotting charts):

Assessment criteria:

1.       Charts are suitable for analysis.

Conditions:                  Learning will be conducted in a tutorial situation.

Assessment method:    Discussion with participants.

Resources:                               Appropriate plotting equipment.  This may include computers and plotters or pens, charts etc.

Learning outcome (analysis of charts)

From Contents 2 (analysis of charts) of Module 6 (chart preparation and analysis) participants will have the knowledge and skills to analyse MSL and 500–hPa charts to a standard suitable for dissemination to external users.

Teaching overview (analysis of charts):

Assessment criteria:

1.       Charts are suitable for forecasting, and for dissemination if relevant.

Conditions:                  Learning will be conducted in a tutorial situation.

Assessment method:    Discussion with participants.

Resources:                               Pencils, erasers etc.

References:                  Bader et al. (1995); Guymer (1978).

Learning outcome

From Contents 3 (dissemination of charts) of Module 6 (chart preparation and analysis) participants will have the knowledge and skills to prepare analyses (possibly including sea ice analyses) for transmission over available communications circuits.

Teaching overview:

Assessment criteria:

1.       Charts are suitable for dissemination.

Conditions:                              Learning could be conducted in a tutorial situation before departure or be postponed to arrival at the Antarctic forecasting office.

Assessment method:    Discussion with participants.

Resources:                               Pencils; erasers.  Where dissemination is planned, resources will depend on the technology chosen for transmission, but might include a light table for tracing; blank charts; sample images; graphics design software; scanner to convert the chart to a bit image.

Details of Module 7

Description:    User Profiles.

Duration:                    Up to 30 minutes.

Module purpose:  To give participants knowledge of specific clients to be served in Antarctica, so that forecasts can be framed appropriately.

Summary of Content

·                         1.         Introduction to the clients.

This module requires a short discussion only.

Learning outcome (Introduction to Clients)

From Contents 1 (introduction to clients) of Module 7 (user profiles) participants will be able to outline the requirements of typical Antarctic users.

Teaching overview:

Assessment criteria: 

1.       Participants can outline the requirements of forecasts designed for the clients.

2.       Participants can list the specific items in a forecast that will be significant to various clients.

Conditions:                  Learning will be conducted in a tutorial situation.

Assessment method:    Discussion with participants.

Resources:                               None required, other than an experienced Antarctic forecaster to take part in the discussion.

Details of Module 8  

Description:    Other scientific issues.

Duration:             Optional: 30 minutes to 1 hour – although extra time may need to be scheduled.

Module purpose: To give the participants knowledge of scientific priorities for the current season, including the agency's own corporate objectives, as well as background briefing on appropriate non-meteorological issues that are of relevance to safety.

Summary of Content

·                         1.         Publicly recognised issues such as, for example, global warming and ozone, and their relation to the meteorology of Antarctica.

·                         2.         The agency's corporate objectives in relation to Antarctica.

·                         3.         Non-meteorological duties in related sciences that may be required of the forecaster.

This module might include a visit to or a talk by a prominent scientist or a high level officer in the agency. It might also include a visit to a non-meteorological scientific establishment in order to receive training in another field.

Learning outcome (public issues and agency objectives)

From Contents 1 (global warming etc) of Module 8 (Other scientific issues) participants will be able to address their efforts, where possible to the agency's corporate outcomes in particular but also with an eye to national priorities in Antarctic research.  They will be aware of the context of relevant current national scientific research in Antarctica.

Teaching overview (public issues and agency objectives):

Assessment criteria: 

1.       Participants can describe issues of significance to the public within the field of meteorology.

2.       Participants can outline their agency’s corporate objective in relation to Antarctica.

Conditions:                              Learning will be conducted in a discussion or tutorial situation or as required.

Assessment method:    Discussion with participants.

Resources:                               Lecturer's preferences, possibly overhead projector, video player.

·                          

Learning outcome (non-meteorological duties)

From Contents 3 (non-meteorological duties) of Module 8 (Other scientific issues) where necessary participants will have the facilities available to undertake any other scientific work for which they are best fitted of the personnel undertaking a specific Antarctic expedition.

Teaching overview (non-meteorological duties):

Assessment criteria: 

1.       Participants can undertake such non-meteorological work as may be assessed as being necessary by their agency.

Conditions:                  To be specified by the relevant authority.

Assessment method:    To be specified by the relevant authority.

Resources:                               To be specified by the relevant authority.