349 research outputs found

    Real-time extraction of the Madden-Julian oscillation using empirical mode decomposition and statistical forecasting with a VARMA model

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    A simple guide to the new technique of empirical mode decomposition (EMD) in a meteorological-climate forecasting context is presented. A single application of EMD to a time series essentially acts as a local high-pass filter. Hence, successive applications can be used to produce a bandpass filter that is highly efficient at extracting a broadband signal such as the Madden-Julian Oscillation (MJO). The basic EMD method is adapted to minimize end effects, such that it is suitable for use in real time. The EMD process is then used to efficiently extract the MJO signal from gridded time series of outgoing longwave radiation (OLR) data. A range of statistical models from the general class of vector autoregressive moving average (VARMA) models was then tested for their suitability in forecasting the MJO signal, as isolated by the EMD. A VARMA (5, 1) model was selected and its parameters determined by a maximum likelihood method using 17 yr of OLR data from 1980 to 1996. Forecasts were then made on the remaining independent data from 1998 to 2004. These were made in real time, as only data up to the date the forecast was made were used. The median skill of forecasts was accurate (defined as an anomaly correlation above 0.6) at lead times up to 25 days

    Pedagogy in forensic psychology

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    My personal pedagogy is rooted in my professional status as a forensic psychologist. As an applied discipline, forensic psychology requires that teaching is evidence based (i.e., research informed) and grounded in a practice informed ethos. Consequently, my personal pedagogical model is based on four key overlapping values: a student centred approach; research informed teaching; practitioner informed teaching; and being a reflective practitioner. Distinctions between these values are blurred and inter-relationships complex and diverse when put into practice. Therefore, at the centre of my model is the overall concept of engaged and informed learning. Each of my four values are considered in turn, taking account of modern pedagogical thinking and examining this in context with my own personal experiences and philosophy of teaching

    Pedagogy in forensic psychology

    Get PDF
    My personal pedagogy is rooted in my professional status as a forensic psychologist. As an applied discipline, forensic psychology requires that teaching is evidence based (i.e., research informed) and grounded in a practice informed ethos. Consequently, my personal pedagogical model is based on four key overlapping values: a student centred approach; research informed teaching; practitioner informed teaching; and being a reflective practitioner. Distinctions between these values are blurred and inter-relationships complex and diverse when put into practice. Therefore, at the centre of my model is the overall concept of engaged and informed learning. Each of my four values are considered in turn, taking account of modern pedagogical thinking and examining this in context with my own personal experiences and philosophy of teaching

    Pedagogy in forensic psychology

    Get PDF
    My personal pedagogy is rooted in my professional status as a forensic psychologist. As an applied discipline, forensic psychology requires that teaching is evidence based (i.e., research informed) and grounded in a practice informed ethos. Consequently, my personal pedagogical model is based on four key overlapping values: a student centred approach; research informed teaching; practitioner informed teaching; and being a reflective practitioner. Distinctions between these values are blurred and inter-relationships complex and diverse when put into practice. Therefore, at the centre of my model is the overall concept of engaged and informed learning. Each of my four values are considered in turn, taking account of modern pedagogical thinking and examining this in context with my own personal experiences and philosophy of teaching
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