Nashville Amateur Radio & Goldwing Page
Sign InView Entries
email me
This page was last updated on: October 14, 2019
Weather Underground PWS KTNJOELT2
Hamfest Information
Davidson County Skywarn
NOAA
Amateur Radio Emergency Services
Interested in joining GWRRA or ARRL?
The COMET Program is pleased to announce the publication of the new lesson, "Convection-allowing Models (CAMs): Winter Applications". This lesson explains how convection-allowing models (CAMs) can be used for winter weather guidance. Examples of CAMs winter weather products are described as the student moves through a winter weather case study from the Northern Plains in April 2018. Students use the CAM products to forecast the event's progress and its impact on the region.

The intended audience for Convection-allowing Models (CAMs): Winter Applications is the operational forecaster in the public or private sector with winter weather forecast responsibilities. As high-resolution NWP and its use is a relatively new topic, the lesson should also be of interest to the academic community.

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Bill Bua (bua AT ucar.edu) or Alan Bol (alanbol AT ucar.edu). For technical support, please visit our Registration and Support FAQs.
- - - - - - - - - -
The COMET® Program is pleased to announce the publication of the new five-lesson "Modifying NWP Output Course”. The course is intended to increase forecasters’ skill in (1) finding mismatches between NWP output and observations and (2) making adjustments to that NWP output, with an overall goal of adding human value to model forecasts. These five short lessons provide three different approaches to make modifications to NWP forecasts, culminating in instruction for how to use Potential Vorticity as a tool to assess meso-synoptic NWP initializations.

The intended audience for "Modifying NWP Output Course” includes operational forecasters, researchers, students and others interested in increasing their skill with identifying and modifying mismatches between observations and NWP output. Please follow the links to the MetEd description page that provides additional information as well as the links to begin the lessons.

For best viewing of content on the MetEd website, please ensure that you have a browser updated to its latest version with JavaScript enabled. For technical support, please visit our Registration and Support FAQs.

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please email your comments or questions to Bryan Guarente (guarente AT ucar.edu).
- - - - - - - - - -
​The COMET® Program is pleased to announce the publication of the new two-lesson "Frontal Diagnosis Course”. The course is intended to increase learners’ abilities to correctly identify different types of cold fronts and effectively diagnose their characteristics, both conceptually and from observed satellite data. The two short lessons compare and contrast three different types of fronts: Classic/Stacked fronts, Katabatic fronts, and Anabatic fronts. Throughout the lessons, learners must analyze and categorize all three types of front, along with dry conveyor belt pulses.

The intended audience for the "Frontal Diagnosis Course” includes operational forecasters, researchers, students and others interested in increasing their capabilities to identify and diagnose aspects of these three different cold frontal types in order to bring more value to their frontal analyses and forecasts. Please follow the links to the MetEd description page that provides additional information as well as the links to begin the lessons.

For best viewing of content on the MetEd website, please ensure that you have a browser updated to its latest version with JavaScript enabled. For technical support, please visit our Registration and Support FAQs.

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please email your comments or questions to Bryan Guarente (guarente AT ucar.edu).
- - - - - - - - - -
The COMET Program is pleased to announce the publication of the video, "What's New in the National Blend of Models version 3.2". This short video describes the U.S. National Weather Service (NWS) National Blend of Models v3.2 upgrade. This upgrade includes the first official probabilistic weather elements, along with new weather elements for: 
Aviation, 
Fire Weather, 
Water Resources, 
Winter Weather, 
Tropical Weather, and 
Marine applications. 
Version 3.2 adds several new model components and a new forecast domain for Guam. 

The intended audience for the National Blend of Models Version 3.2 video is any operational forecaster using NBM grids.

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Bill Bua (bua AT ucar.edu). For technical support, please visit our Registration and Support FAQs.
- - - - - - - - - -
The COMET® Program is pleased to announce the publication of a new video highlighting the capabilities of the upcoming FORMOSAT-7/COSMIC-2 satellite mission, scheduled to launch in June 2019. This six-minute video, Introducing the FORMOSAT-7/COSMIC-2 Satellite System – Next Generation Observations for Weather and Climate, is aimed at a broad public audience. 

Completed in partnership with UCP's COSMIC Program, this video provides an overview of the latest-generation Constellation Observing System for Meteorology, Ionosphere, and Climate (FORMOSAT-7/COSMIC-2), based on interviews with scientists and mission planners. These experts introduce the instrumentation used and describe the collaborations that made the COSMIC-2 mission possible. They describe how COSMIC uses a technique called radio occultation--making use of existing navigation satellite signals passing through the atmosphere to provide detailed measurements of temperature, pressure, and water vapor--and explain how these data contribute to exciting improvements in numerical weather prediction, hurricane forecasts, climate studies, and analysis of space weather affecting communication networks and other systems on Earth. 

We welcome any comments or questions you may have regarding the content or use of this video. Please e-mail your comments or questions to Lon Goldstein (longold AT ucar.edu) or Amy Stevermer (asteverm AT ucar.edu). For technical support, please visit our Registration and Support FAQs.
- - - - - - - - - -
The COMET Program is pleased to announce the publication of an update to the MetEd Operational Models Encyclopedia for the Global Forecast System (GFS) model, including the finite volume 3-dimensional (FV3) dynamical core. This GFS upgrade, the first to use the FV3 core, was made operational at 12 UTC 11 June 2019. Besides the new dynamical core, the microphysics scheme was upgraded to directly predict precipitation, and the land surface model (LSM) was altered to reduce a high bias in surface soil layer evaporation. 

The intended audience for the MetEd Operational Models Encyclopedia includes operational public and private sector users of numerical weather prediction models. This new entry will be of particular interest to those using GFS in the forecast process. Colleges and universities with synoptic and dynamic meteorology courses may find the content in the Encyclopedia useful as a learning tool as well.

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Bill Bua (bua AT ucar.edu). For technical support, please visit our Registration and Support FAQs.
- - - - - - - - - -
The COMET Program is pleased to announce the publication of the new lesson, "GOES-16/JPSS Case Exercise: Monitoring the Rhea Oklahoma Grassland Fire". Given the extensive economic, health, and safety impacts as well as the increased impacts of wildland fires, the new capabilities available from current GOES-R and JPSS satellite remote sensing technologies will aid in fire detection and provide more effective monitoring of fire evolution, smoke and other related impacts.

This lesson provides the opportunity for forecasters and others to become more familiar with the enhanced capability and utility of newer satellite products through interpretation activities and interactions based in the context of the April 2018 Oklahoma Rhea grassland fire. This 0.75-hour lesson follows the detection, spread, and evolution of the Rhea Fire over its first couple of days.

The intended audience for GOES-16/JPSS Case Exercise: Monitoring the Rhea Oklahoma Grassland Fire is any operational meteorologist, including IMETs, and others needing to use satellite information for fire/smoke detection and monitoring. The lesson should also appeal to individuals from emergency operation centers and others (fire and land management agency personnel, USFS and state forestry fire behavior analysts) with interest in detecting and monitoring fires.

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Patrick Dills (dills AT ucar.edu) or Tony Mancus (tmancus AT ucar.edu). For technical support, please visit our Registration and Support FAQs.
- - - - - - - - - -
The COMET Program is pleased to announce the publication of the new lesson, "The Forecast Process: Using the Forecast Funnel". The lesson is a somewhat broad brush review of the overall forecast process, but with specific application of the forecast funnel approach as used by Australia's Bureau of Meteorology (BoM). 

The forecast process components of the lesson include decision support and communication, use of numerical weather prediction, and applying the forecast funnel approach. The forecast funnel is described in detail, along with the forecaster time pyramid, and it is applied using a BoM forecast policy example. 

This 2-hour lesson was written by Dr. Mick Pope of The Bureau of Meteorology Training Centre and is intended for introductory-level forecasters and for students in meteorology.

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Alan Bol (alanbol AT ucar.edu) or Matt Kelsch (kelsch AT ucar.edu). For technical support, please visit our Registration and Support FAQs
- - - - - - - - - -
The COMET Program is pleased to announce the publication of the new lesson, Critical Fire Weather Patterns. In this lesson, learners will explore the alignment of meteorological and non-meteorological factors that create Critical Fire Weather Patterns. Several scenarios will step learners through the decision-making processes for identifying the presence of a Critical Fire Weather Pattern and communicating with partners using terminology familiar to them. The scenarios will also illustrate how coordination and consistency among meteorologists support the fire agencies and other partners. 

The focus of the lesson is on recognizing that the presence of a Critical Fire Weather Pattern is more important than determining if a particular set of criteria, such as Red Flag Warning Criteria, will be met. The lesson will also introduce tools that help identify patterns and in turn help facilitate impact decision support services (IDSS). 

NWS forecast offices could use Critical Fire Weather Patterns in their training programs in preparation for fire weather season.  

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Tsvet Ross-Lazarov (tlazarov AT ucar.edu) or Amy Stevermer (asteverm AT ucar.edu). For technical support, please visit our Registration and Support FAQs.
- - - - - - - - - -
The COMET Program is pleased to announce the publication of the new "CESM Distance Learning Course". The Community Earth System Model (CESM) is a fully-coupled, community, global climate model that provides state-of-the-art computer simulations of the Earth's past, present, and future climate states. The CESM Distance Learning Course is based on the CESM Tutorial held annually at the National Center for Atmospheric Research (NCAR) in Boulder, Colorado. This course consists of 12 lectures and 4 practical sessions on simulating the climate system and practical sessions on running Community Earth System Model (CESM), modifying components, and analyzing data. The course is targeted at the graduate student level.

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Alan Bol (alanbol AT ucar.edu). For technical support, please visit our Registration and Support FAQs.
- - - - - - - - - -
The COMET Program is pleased to announce the publication of the new lesson, "Communicating Wind Risk through Tropical Watches and Warnings”. This lesson provides an overview of the qualitative and quantitative aspects assessed by forecasters when issuing high wind and storm surge watches and warnings for tropical cyclone events. Learners will explore the critical role that wind speed probability guidance and risk play in the issuance of watches and warnings for both coastal and inland areas. Also, learners will practice using probabilistic wind guidance in identifying the coastal and inland areas most likely to require watches warnings. The lesson will discuss how the Hurricane Threats and Impacts graphic is used to communicate potential tropical cyclone threats and impacts, and how this information is related to the issuance of watches and warnings. 

The intended audience for "Communicating Wind Risk through Tropical Watches and Warnings" includes forecasters in the U.S., Canada, and the Caribbean, emergency managers, and others with general interest in tropical cyclone impacts. National Weather Service forecast offices could also use the module in their training programs in preparation for hurricane season.

The MetEd website relies on JavaScript for navigation, animation, and/or presentation of multimedia elements. Internet Explorer does not support one element of the lesson, please use Microsoft Edge instead of Internet Explorer. Ensure that you have a browser updated to its latest version with JavaScript enabled. For technical support, please visit our Registration and Support FAQs.

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Tsvet Ross-Lazarov (tlazarov AT ucar.edu) or Vanessa Vincente (vincente AT ucar.edu).
- - - - - - - - - -
​The COMET Program is pleased to announce the publication of a new resource on the COMET MetEd YouTube channel, containing recorded sessions from the 2019 NWS Satellite Applications Workshop. The workshop, co-sponsored by the US National Weather Service (NWS) Operations Proving Ground (OPG), NWS Office of the Chief Learning Officer (OCLO), and the GOES-R and JPSS Programs, included 12 recorded sessions in which NWS forecasters shared success stories, best practices, and ongoing challenges associated with integrating next-generation satellite products into the operational forecaster’s decision-making process. The workshop sessions include: Heavy Precipitation and Flash Flooding in Mountainous Terrain; Detecting Blowing Snow; Lake Effect Snow and Blizzard Warnings; Mesoanalysis and Storm-Scale Applications; Weather Prediction Center Applications; Ocean Prediction Center Applications; GLM Applications for Lightning Safety; Detecting and Monitoring Volcanic Ash; Wildfire Applications: Warn-on-Detection Fire Warnings; Wildfire Applications: Big Timber Wildfires; Assessing Uncertainty in Convective Operations; and the Polar Book Club.

The intended audience for the 2019 NWS Satellite Applications Workshop recordings includes any operational forecaster needing to learn more about the latest satellite applications based on GOES-R and JPSS imagery and products. With their broad scope, the recordings should also appeal to students and other users of satellite meteorology information. NWS staff can access the recordings individually and as part of a curriculum via the CLC by searching for "2019 satellite workshop". 

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Amy Stevermer (asteverm AT ucar.edu). For technical support, please visit our Registration and Support FAQs.
​- - - - - - - - - -
The COMET Program is pleased to announce the publication of the new lesson, "Instrumentation and Measurement of Atmospheric Trace Gases" This lesson offers a detailed overview of the instrumentation used to measure atmospheric trace gases, represented by various chemical compounds in Earth's atmosphere. The content focuses on three analytical approaches, including spectrometric methods (optical and molecular), chromatographic methods, and chemical conversion methods. Sensor performance metrics (calibration, uncertainty, time resolution, and precision) associated with these main techniques are discussed, along with recommendations for ensuring the representativeness of the observations and understanding sensor uncertainty and the limitations and applications of particular platforms or designs. 

"Instrumentation and Measurement of Atmospheric Trace Gases" is part of the Instrumentation and Measurement of Atmospheric Parameters course series. The course series is a joint effort combining expertise from NCAR's Earth Observing Laboratory, Millersville University, and The COMET Program. The lessons in the course are designed for advanced undergraduate and graduate students, but can be useful for anyone needing more detailed information about measurement applications and theory. 

We welcome any comments or questions you may have regarding the content, instructional approach, or use of this lesson. Please e-mail your comments or questions to Amy Stevermer (asteverm AT ucar.edu), Tony Mancus (tmancus AT ucar.edu), or Alison Rockwell (rockwelll AT ucar.edu). For technical support, please visit our Registration and Support FAQs.
- - - - - - - - - -