. "Climate Change"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Space weather"@en . . "6" . "To provide an overview of the current observational data and known effects of the space weather;\nTo provide insight in the basic physics of the solar drivers of space weather;\n To provide an overview of the current state of the art modeling and forecasting activities for some aspects of space weather, e.g. CME initiation and IP CME evolution, gradual SPE events, etc.\nTo explore the effects of space weather on humans and on technology in space and on the ground." . . "Presential"@en . "TRUE" . . "Space weather"@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "Aeronautical meteorology"@en . . "3" . "The student will have the ability to understand the influence of meteorological phenomena on \r\naeronautical activities. Knowing and understanding meteorological parameters measured and \r\nforecasted at an airport will be able to take decisions on the ground and in flight operation of the \r\naircraft, and to design specific operational processes and activities related. By studying severe \r\nweather phenomena that affect aircraft landing or taking off and their effects on the flight, the \r\nstudent will be able to make decisions on flight efficiency. Analysis of severe weather phenomena on\r\nflight route will give the student the ability to extrapolate the effects of mesoscale aviation \r\nprocesses on a global scale, thus helping him to improve his capacity to make decisions regarding the\r\noptimization of flight trajectories. Aviation needs managers able to understand the specific \r\nmeteorological terms and documents that are always present at aeronautical meteorological office. \r\nA high level of training enabling them to develop complex tasks in an environment in which \r\nhazardous weather phenomena is an ongoing risk factor that can affect flight safety.\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Climate modelling"@en . . "5" . "Description\nThe Climate Modelling module aims to introduce and critique a range of models commonly used to understand past and predict future climate change.\n\nThe module will cover the fundamental physics, construction, testing, and use of various climate models. This will range from box models to fully-coupled General Circulation Models (GCMs). The course will explain how physical processes are incorporated within each type of model, as well as examine how models are evaluated and analysed. The module will introduce how future projections are made under a range of scenarios, and then explore the findings of those projections. \n\nThe assessment is focused on analysis and visualisation of future projecitons from the UK’s Earth System Model. These simulations are included in the most recent IPCC report. Students will learn practical skills around visualising large scientific datasets in Python. They will further develop their ability to communicate scientific results through written reports, and to explain technical procedures to users through video tutorials" . . "Presential"@en . "FALSE" . . "Earth system, natural resources and climate"@en . . "7" . "In this module, students will first be introduced to the Earth System and human interventions in the Earth System, including the\nexploitation of natural resources and greenhouse-gas emissions that caused climate change, and the societal challenge of moving\ntowards a carbon-neutral world. Through three narratives, students will study through which processes and on what temporal and\nspatial scales the different Earth system components interact.\nThe first story line is named Solid Earth & Resources and looks at the deep level dynamic processes that make the Earth a unique\nbody in the solar system. These processes will be outlined in terms of the plate tectonic theory which provides a unified\nframework for the evolution of the solid Earth. We will examine how these processes have evolved through time and how they\nhave been responsible for the distribution of the continents and the formation of mountain belts, volcanoes and the evolution of\nour natural resources.\nThe second story line is named the Climate System, in which students will gain a basic understanding of the Earths energy\nbudget and the natural and anthropogenic influences on past (paleo-)climates and our current and future climate. They will be\nfamiliarized with the carbon cycle and study the role of the global atmospheric and oceanic circulation in setting climate zones\nand weather.\nThe third story line is named Source to Sink and starts at mountains and follows the pathway of water and sediment towards the\nriver, delta and coastal-oceanic basins. Along the way we will investigate formation of sediment, the water cycle, formation of\nstratigraphy, vegetation and land use changes, and how all this is affected by the past and current climate and weather.\nFinally, students will appraise and reflect on the societal and ethical implications of past or future human interventions related to\nresources and the climate of the Earth System. After completing this module, students will be able to:\nAnalyse the different components of the Earth system and the processes and time and spatial scales on which the different\ncomponents of the Earth system interact. \nExamine the processes that generate and deplete the availability of natural resources.\nDistinguish the processes that play a role in the Earth's energy (im)balance and calculate their impact on climate. \nIdentify the processes that underlie impacts of anthropogenic activities on the Earth System. \nReflect on social and ethical implications of human interventions in the Earth System." . . "Presential"@en . "TRUE" . . "Astronomical climate forcing and time scales"@en . . "7.5" . "Course goals\n\n \nGain comprehensive knowledge about the astronomical influence on climate and the development of high-resolution integrated geological time-scales and their applications in paleoclimatic and other Earth science studies. Training in how to carry out individual / teams assignments by means of computer-practicals and presentation (written/oral) of results.\nContent\nPaleoclimatic research dedicated to unravel natural climate variability is becoming increasingly important in view of current global warming. Astronomical forced climate change related to the Earth’s orbital parameters represent a crucial and integral part of the natural behavior of the climate system in the past on millennial to million year time scales. Paleoclimate studies has solved the problem of the Ice Ages and focused on the orbital theory of the Monsoon. In this course we will focus on climate forcing by the Earth’s orbital parameters computed by means of astronomical solutions for the Solar System. In addition, we will focus on the use of (Milankovitch) cycles to construct geological time scales with an unprecedented resolution and accuracy that are necessary for climate studies of the past and on mathematical methods to statistically detect cyclic variability in paleoclimate records. The course is divided in two parts that are intricately linked:\nAstronomical time scales and their applications: Introduction and astronomical solutions; Time scale development and spectral analysis; Ar/Ar dating and geodynamic linkages; Cyclostratigraphy and link to sequence stratigraphy.\nAstronomical forcing of climate: Astronomical climate forcing and phase relations; Climate modelling of orbital variations; Sub-Milankovitch cyclicity.\nDuring the computer practicals students will operate in teams of 2 and learn how to use statistical methods (spectral, wavelet) to detect astronomical climate forcing in paleoclimatic archives and determine phase relations between cyclic climate changes and insolation forcing. In addition results of climate modeling experiments will be statistically analysed using the same methods. \nStudents (in teams of 2) will further have to write an essay on a topic related to the contents of the course and based on scientific publications. They will also have to give a powerpoint presentation of 15-20 minutes that will be marked by fellow students as well." . . "Presential"@en . "TRUE" . . "Paleoceanography and climate variability"@en . . "7.5" . "Course goals\non the basis of realistic scientific data, by the end of the course, student will:\nbe trained to identify, interpret and reconstruct the role of the ocean in past changes in climate;\nbe trained to identify, interpret and reconstruct paleoclimate and variations there in;\nbe trained in general academic skills such as writing reports, presenting scientific concepts.\nContent\n(Paleo)ocean circulation during different climatic regimes and related proxy variability will be discussed while sequentially introducing different concepts and aspects. Theory and application of marine proxies will be illustrated by relevant case studies. In particular the Glacial world will be contrasted to the (present-day) Interglacial, and compared to high-frequency (e.g. El-Nino) paleoceanographic and proxies variations. Amongst the aspects to be discussed are: Glacial climate and its forcing; sediment dating techniques; paleoproductvity; pCO2 reconstruction; oxygenation; sea surface temperature; deep water circulation; and proxy preservation. Current important scientific questions will be addressed and different view points discussed. The course teaches students hands on scientific research so that they can ‘hit the ground running’ in climate related projects.\nDevelopment of Transferable Skills\nAbility to work in the team: Presentations, practicals and final research proposal are organized in teams. Students have to distribute tasks, organize the workflow and are responsible for the time planning.\nProblem solving: students receive data from previous sea-going expeditions and have to use different approaches to unravel past ocean and climate change.\nVerbal communication skills: 50% of the lectures are based on the so-called flip-class room concept in which the students have to transfer expert knowledge to to their peers. This implies that they alos have to set teaching goals, plan a lecture and present the lecture. Subjects are setup in such a way as to stimulate discussion and participate in the discussion.\nAnalytical / quantitative skills: students have to setup and run simple numerical (inverse) models to to analyse their data. These model runs are subsequently quantitatively compared with real world data.\nTechnical skills: using the computer programmes Excel for handling large data sets and data transformations. By regularly comparing different analytical approaches students get insight in the prossibilities and limitations of the different techniques." . . "Presential"@en . "TRUE" . . "Climate change, hydrology, and the cryosphere"@en . . "7.5" . "Course goals\n\n \nAfter successfully completing this course, the student will:\nhave an in-depth overview of the functioning of the hydrological cycle and the cryosphere as part of the climate system;\nhave attained knowledge about the impact of climate change and climate variability on terrestrial hydrological fluxes such as precipitation, evaporation, glacier and snow melt and river runoff;\nhave attained knowledge about the interaction between hydrological states and fluxes and the climate system, including feedbacks related to groundwater, soil moisture, ice and snow;\nappreciate the many sources of uncertainty in climate change projections that are caused from an incomplete description of terrestrial hydrological cycle and are acquainted with examples of running debates and controversies.\nPlease note: This course will be taught compressed in a 5-weeks full time format (week 22 up and until week 27)\nContent\n\nThe course consists of a set of lectures, in which a separate subject is treated by an expert. The course outline is divided in three main blocks: the climate system, fundamentals of the atmosphere, cryosphere and the hydrosphere and climate change impacts.\n \n1.The climate system\nAn overview of the global climate system\nThe role of the hydrological cycle in the climate system\n2.Fundamentals of atmosphere, cryosphere and the hydrosphere\nMeasurements and physics of precipitation\nMeasurements and physics of evaporation\nPrinciples of the atmospheric boundary layer\nClimate, soil moisture and groundwater feedbacks\nMountain meteorology\nSnow hydrology\nPhysics of glaciers\n3.Climate change impacts\nClimate model and downscaling\nDynamics of glaciers, ice sheets and global sea-level rise\nThe intensification of the hydrological cycle\nClimate change impacts on mountain hydrology\nIn addition, there will be hands-on exercises and case study work to get familiar with commonly used tools, methods and key concepts. There are three short hands-on exercises of half day each. The topics of the hands-on exercises are:\nClimate change impacts on snow and glaciers part I: downscaling\nClimate change impacts on snow and glaciers part II: snow\nClimate change impacts on snow and glaciers part III: glaciers\nThe final part of the course will be to develop a short movie in groups. the movie is focused on \"raising climate awareness for the broad public\" using material from the course. You will first participate in a masterclass by a professional moviemaker." . . "Presential"@en . "TRUE" . . "Reconstructing extreme climate transition"@en . . "7.5" . "In the first year, students with 'Biogeosciences and Evolution' specialization should choose four courses out of these five specialization courses offered.\n\nThe main aim of this course is to illustrate how large scale abiotic processes reshaped the evolutionary history of biota and their communities and how, in turn, the changes in biota (as evidenced by the fossil record) inform us about past environmental changes. We will focus in the course on several key transitions in earths climate and biota, in the Mesozoic and Cenozoic.\n\nThe students will learn:\nTo work with (large) dataset for qualitative and quantitative paleo-reconstructions, decide the best strategy to simplify complex the data and validate data by means of statistical analyses;\nTo integrate multi-proxies data providing the student with a broad vision on time scales and simultaneous changes in different environments (terrestrial and marine);\nTo think critically about the potentials and pitfalls of the various methods used and decide which method is most suitable to find the adequate solution\nWritten and verbal communication skills by means of presenting data as written reports and oral presentations\nTo work individually and in teams (leadership skills)\nTechnical skills (e.g., microscope, computer software)\nTo critically analyze literature as presented in scientific papers and reported in the media (social media and/or press, etc.) thereby learning how reliably (and how ethically) scientific information are presented to a wide audience\n\nContent\nThe course deals with the morphology, ecology and evolution of selected marine microorganisms and terrestrial vegetation and the use of their fossil remains (foraminifers, dinoflagellates, pollen and spores) as proxies for the reconstruction of environmental/climatic/ecological changes during the mosty extreme climate disruptions during the Mesozoic and the Cenozoic. The course will focus on organic and calcareous microscopic remains/fossils. Besides the use of microfossil assemblages as proxy for environmental/ecological/climate change, the course also deals with the (biologically-mediated) process of incorporation of chemical elements into foraminifer shells and thus shells’ chemical composition as proxy for reconstructions of past water column properties. We do this by focusing on the strongest climate transitions in the past 250 million years: Mesozoic mass extinctions, rapid climate warming and glaciations in the Cenozoic. Much attention will be given to inking changes that occurred simultaneously in the marine and terrestrial environment. Next to fundamental knowledge on evolution, paleoecology, and palaeoenvironmental reconstructions, the course will train the students’ taxonomical, statistical and data visualization skills. Students will learn to work with complex data, to perform quantitative and statistical analyses, to think critically, and to present their results orally. All these skills are desired and/or required for successful job applications.\n\n." . . "Presential"@en . "TRUE" . . "Climate physics"@en . . "9" . "This module is aimed at students with an interest in the field of applied meteorologym such as wind and solar energy prediction\nor climate impacts on land use), and students interested in the design, analysis and assessment of weather and climate models. After completing this module, students will be able to:\n1. Explain the physics and dynamics of the transport of energy, water and momentum between the surface, the atmospheric\nboundary layer and the broader atmospheric circulation \n2. Apply simplified models of turbulence and energy and water exchange, including convection and clouds \n3. Reflect on the parameterization and coupling of atmospheric processes in general circulation models and their role in current\nuncertainties in climate prediction \n4. Analyse climate simulations for the purpose of process understanding as well as assessment of climate change impacts and\nmitigation/adaptation policies \n5. Assess the influence of land-atmosphere coupling, turbulence, convection and clouds on large-scale circulations (weather) and\nclimate.\n6. Hypothesize how land-atmosphere coupling, turbulence and convection and clouds are influenced by changes in weather and\nclimate" . . "Presential"@en . "TRUE" . . "Meteorology and climate"@en . . "6" . "Contents:\nThis course provides basic understanding of the meteorological processes for students in soil science, hydrology, environmental sciences, earth system science and for students specializing in meteorology and air quality. It focuses on understanding and quantifying physical processes in the atmosphere that determine weather, climate and air quality and treats advanced theory of part of the material treated in the first-year course Introduction Atmosphere MAQ-10306. It serves as an introduction for advanced courses of Meteorology and Air Quality Chair Group.\nBy performing the exercises and practicals, students are able to become acquainted with the order of magnitude of the various meteorological quantities. The theory is still only given as a broad outline. Detailed theoretical knowledge and strict mathematical derivations are reserved for more advanced courses.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\nexplain the basics of atmospheric radiation;\ncalculate, relate and evaluate various atmospheric humidity quantities;\napply stability analysis and other applications of thermodynamic diagrams;\ndescribe the dynamics of the atmosphere by using simple formulas (mostly descriptive);\ndiscuss atmospheric predictability and uncertainty;\nclarify the formation of clouds and precipitation: showers, thunderstorms and tornadoes;\nreview the meteorology of the atmospheric boundary layer (descriptive);\nexplain the basics of climate and climate change." . . "Presential"@en . "TRUE" . . "Climate modelling and remote sensing"@en . . "9" . "This module complements the Climate & Weather core module. It is aimed at students from the Climate & Weather learning line\nwho are interested in the synergy offered by the combination of remote sensing and climate models to understand, predict and\nmodel the wide range of processes governing our present-day coupled climate system. After completing this module, students will be able to:\nFormulate, consolidate, and prioritize remote sensing data requirements to study processes in the coupled climate system and\nvalidate and inform their parametrization in climate models\nSelect a suitable observation technique to observe the variable(s) of interest, drawing on their prior/existing understanding of the\nunderlying physical principles \nCharacterize real or synthetic observation data, perform a quality assessment, estimate the parameters of interest and reflect on\nthe ability of the available data to meet their requirements. \nConstruct (simplified) models of climate variables and evaluate these with remote sensing data. \nAnalyse climate simulations for the purpose of process understanding (climate science) as well as for the interpretation of remote\nsensing data records.\nReflect on how integration of remote sensing data in climate modelling may improve our understanding and prediction of\nclimate variables." . . "Presential"@en . "TRUE" . . "Climate change adaptation in water management"@en . . "6" . "Contents:\nOver the past centuries, the amount of water used for human activities has rapidly increased. To increase water availability for human water use and to prevent floods, many natural water systems around the world have been modified. As a result, the carrying capacity of these water systems has been reduced or exceeded. Future climate change and socio-economic development are expected to aggravate this. How future developments and climate change will affect the water systems is highly uncertain. To improve water management in the future, it is important to better understand the interactions between climate change, human interventions, and the functioning of water systems. Also, it is important to manage our systems in a more flexible and adaptive way. This course will cover key theories, methods, and approaches to adapting water systems to future pressures, like climate change and socio-economic changes. The group work (that is part of this course) will focus on impacts and adaptation in urbanized deltas.\n\nDuring the course, the students will learn about climate change scenarios and the impacts of climate change on water resources, flood risks, and water management. We will discuss how socio-economic changes affect water systems, water demand, and land use. Using this information, the students will learn how to develop different types of scenarios and how to do a vulnerability assessment.\n\nIn the course, different approaches to climate change adaptation in the water sector and possible adaptation tools will also be addressed. Future changes are highly uncertain. During the course, we will discuss what methods are available to develop governance arrangements that take into account the uncertainties. We will discuss examples from both the developed and developing world, and we will cover topics such as water scarcity, saltwater intrusion, pollution, and changing flood risks.\n\nDuring the course, students will develop an adaptive water management plan for an urbanized (sub)-basin or delta. Students will study the main climate change impacts, develop future scenarios, and assess the main vulnerabilities of that basin/delta, and will, based on their findings, develop an adaptation strategy from a critical assessment of different adaptation measures and governance arrangements.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\nexplain the main principles of water management considering global change;\nanalyze climate change impacts on water resources and water management practices;\ndesign simple future water use scenarios relevant for water management specific to a case-study region;\nintegrate social and biophysical vulnerabilities into planning for water systems;\ndesign simple adaptation measures and different governance arrangements for climate change adaptation, specific to a case-study region;\ncritically assess developed adaptation measures related to the management of water resources." . . "Presential"@en . "TRUE" . . "Climate change and dynamic landforms"@en . . "9" . "This module is aimed at students with an interest in the physics of climate change, its effects on the natural environment and how\nthose can be analysed through geospatial data. In the climate modelling unit, student will learn about the numerical,\ncomputational and modelling concepts than underlie general circulation models and coupled climate models, which are the\nprimary tools to explain and/or predict the dynamics of past and future climate. The natural environment is here represented by\nrivers and deltas, which provide an instructive and societal-relevant study case to learn about the interaction between climate\nchange and the surface of the solid Earth. After completing this module, students will be able to:\nAnalyse the interaction between climate change and the solid Earths surface, with particular attention to the timescales involved.\nExplain the origin of present-day morphodynamic features by integrating geological and geospatial data. \nAnalyse climate simulations for the purpose of understanding the driving physical processes. \nAnalyse source-to-sink sedimentary systems and records in relation to tectonics and climate amongst other parameters. \nExtract geophysical parameters from geospatial data." . . "Presential"@en . "TRUE" . . "Climate and weather b-module"@en . . "15" . "After completing the module students will be able to:\n- Identify open issues in the processing and/or interpretation of Earth system data records based on the outcomes of the lab\nproject and design a development roadmap to address them.\n- Present analyses, interpretations and conclusions, as well as ethical implications, of the Lab and Fieldwork projects in a clear\nand convincing manner, both orally and written. \nTheory/Lab (module specific):\n- Explain which techniques are needed to measure or model specific geophysical parameters governing the processes relevant to\na societal challenge. \n- Evaluate the temporal and spatial requirements for measurements or models to monitor and predict these processes. \n- Combine and analyse data records to understand processes and their relationships on relevant scales \n- Distinguish the different sources of uncertainty in observational and in model data. \n- Analyse the skills and errors of a model by comparing with observations. \n- Evaluate the sensitivity of geophysical models to key parameters and boundary conditions. \n- Analyse, visualize and interpret and present findings in a clear and convincing manner.\nFieldwork:\n- Plan and design a field campaign that is appropriate for the physical process to be measured. \n- Collect data in the field using different measurement techniques. \n- Explain and quantify the error sources associated with the field measurements. \n- Process and analyse the data collected in the field to give meaningful constraints on the physical process. \n- Effectively communicate with peers, assessors and clients. \n- Contribute to a project as a team player and to the overall project management." . . "Presential"@en . "TRUE" . . "Climate remote sensing"@en . . "5" . "In this module, students will learn how to process, invert, and combine data, including those of different spatial/temporal\nresolutions. Moreover, they will learn how a proper data weighting can be implemented in order to optimize results of data\ncombination. Using data provided by satellite altimetry and satellite gravimetry missions as an example, students will be able to\nproduce state-of-the-art estimates of large-scale mass change in various Earth system compartments, such as the melting of\nglaciers and ice sheets, climate-driven variability in river basin water storage, and depletion of groundwater stocks.\nStudy Goals After completing this module, students will be able to:\n1. Design a scheme for level-2 satellite gravimetry and satellite altimetry data processing,\ntaking into account data uncertainties\n2. Design stand-alone and joint inversion schemes that take into account stochastic models\nof data errors, as well as possible inconsistencies between datasets\n3. Assimilate data into a simple numerical model and assess the added value of data\nassimilation\n4. Apply stand-alone and joint inversion schemes to quantify and separate processes at\ndifferent time scales in the context of cryosphere, ocean, or hydrology\n5. Summarize and defend the findings of a conducted study of selected Earth system processes" . . "Presential"@en . "FALSE" . . "Climate change, hydrology and the cryosphere"@en . . "7.50" . "After successfully completing this course, the student will:\nhave an in-depth overview of the functioning of the hydrological cycle and the cryosphere as part of the climate system;\nhave attained knowledge about the impact of climate change and climate variability on terrestrial hydrological fluxes such as precipitation, evaporation, glacier and snow melt and river runoff;\nhave attained knowledge about the interaction between hydrological states and fluxes and the climate system, including feedbacks related to groundwater, soil moisture, ice and snow;\nappreciate the many sources of uncertainty in climate change projections that are caused from an incomplete description of terrestrial hydrological cycle and are acquainted with examples of running debates and controversies.\n\nContent\nTraditionally, the terrestrial part of the hydrological cycle is mainly studied by hydrologists while the atmospheric part is left to atmospheric science and the cryospheric part to glaciology. As a consequence, apart from the study of evaporation, the three sciences have shown limited interaction. The last two decades however, have shown an increased interest in climate change and its impacts, not only by the atmospheric and cryospheric science community, but also by hydrologists. The first studies on hydrology and climate that were performed by hydrologists mainly focussed on the impact of climate change and variability on the water balance and river discharge. Recently, atmospheric scientist have turned more and more to hydrology to come up with better land-atmosphere parameterisations in order to improve climate models and weather prediction. The same holds for the cryosphere. There is an increasing number of cases where glacier dynamics and snow hydrology are integrated in basin scale hydrological studies. These developments together have led to an almost separate hydrological discipline called 'climate hydrology' where hydrological systems are viewed as part of the climate system being both influenced by climate change and variability and the cryosphere, as well as constraining the climate system through positive and negative feedbacks. The study of the hydrological cycle in the context of the climate system and the cryosphere has developed sufficiently to warrant a self-contained course on the subject.\n\nThe course consists of a set of lectures, in which a separate subject is treated by an expert. The course outline is divided in three main blocks: the climate system, fundamentals of the atmosphere, cryosphere and the hydrosphere and climate change impacts.\n \n1.The climate system\nAn overview of the global climate system\nThe role of the hydrological cycle in the climate system\n2.Fundamentals of atmosphere, cryosphere and the hydrosphere\nMeasurements and physics of precipitation\nMeasurements and physics of evaporation\nPrinciples of the atmospheric boundary layer\nClimate, soil moisture and groundwater feedbacks\nMountain meteorology\nSnow hydrology\nPhysics of glaciers\n3.Climate change impacts\nClimate model and downscaling\nDynamics of glaciers, ice sheets and global sea-level rise\nThe intensification of the hydrological cycle\nClimate change impacts on mountain hydrology\nIn addition, there will be hands-on exercises and case study work to get familiar with commonly used tools, methods and key concepts. There are three short hands-on exercises of half day each. The topics of the hands-on exercises are:\nClimate change impacts on snow and glaciers part I: downscaling\nClimate change impacts on snow and glaciers part II: snow\nClimate change impacts on snow and glaciers part III: glaciers\nThe final part of the course will be to develop a short movie in groups. the movie is focused on \"raising climate awareness for the broad public\" using material from the course. You will first participate in a masterclass by a professional moviemaker." . . "Presential"@en . "TRUE" . . "introduction and modern concepts in the space weather research"@en . . "4" . "no data" . . "Presential"@en . "FALSE" . . "Advanced solar physics and space weather"@en . . "4" . "Solar atmosphere: Introduction to the solar atmosphere and solar spectrum. Radiative \ntransfer equation. Radiative transfer in the solar atmosphere. Absorption cross section for \nbound-bound processes. Spectral line profiles. Local Thermodynamic Equilibrium (LTE). \nExcitation and ionization equilibria. Saha equation. Spectral lines in local thermodynamic \nequilibrium. The Eddington-Barbier Relation. The Planck Function. The Gray Atmosphere. \nGray Limb Darkening in the Eddington Approximation. Solar spectroscopy: Spectral lines and \ncontinua. Line broadening. Zeeman and Stark effects. UV and X-ray spectrum of the Sun. \nMechanisms of solar radio emission. Dynamical processes in the solar atmosphere: Solar \nphotosphere. Solar granulation and supergranulation as an example of convective motion. \nSchwarzschild criterion for convective instability. Observations of solar oscillations. \nHydrodynamic equations. Waves. Basic assumptions used in the construction of the \nphotosphere models. Solar interior and magnetism: Solar interior. Solar dynamo. Solar \nrotation. Observations of solar magnetic field. Overview of main solar magnetic activity \nphenomena: sunspots, flares, coronal mass ejections. Hydrostatic equilibrium. The basic \nequations of magnetohydrodynamics (MHD). Dynamics of coronal magnetic loops and Holes. \nElements of helioseismology. Outer layers of the solar atmosphere: Chromosphere and \nspicules. Transition region. UV and X-ray emission of the solar atmosphere. The Sun in \nmillimeter wavelengths (ALMA). Quiet-Sun corona – observations and models. Coronal holes \nand jets. Modelling of the solar photosphere, chromosphere and corona. Non-Local \nThermodynamic Equilibrium (NLTE) methods. Construction of semiempirical models. \nTemperature minimum. Heating of the upper solar atmosphere. Solar activity: Observations \nof solar activity. Active regions. Structure of sunspots. Quiescent and active prominences. \nSolar flares and Coronal Mass Ejections (CME). Eruptions of solar prominences. Flare loops. \nNanoflares and other small scale energetic phenomena in the solar atmosphere. Solar activity \ncycles. Activity behavior over the solar cycle. The Sunspot Number and other indices of \nactivity. Long-term evolution of solar activity. Sun-Earth connections and space weather: \nIntroduction to Sun-Earth connections. Solar wind. Earth magnetosphere and ionosphere. \nEffects of solar activity on Earth atmosphere and magnetosphere. Space weather. Structure \nof the heliosphere. Geomagnetic activity and magnetic storms. Geomagnetic indices. Radio \nemission of the Sun." . . "Presential"@en . "TRUE" . . "Introduction to the dynamics of atmospheres"@en . . "6" . "1. Forces on air parcels\n2. The dynamical equations\n3. Elementary properties of atmospheric motion (geostrophic wind, potential temperature,\nadiabatic temperature gradient,static stability, gradient wind, thermal wind, barotropic vs.\nbaroclinic atmosphere)\n4. Circulation and vorticity\n5. Quasi geostrophic analysis\n6. Linear perturbation theory\n7. Baroclinic instabilities\n8. The influence of the planetary boundary layer\n9. General circulation\nFinal competences:\n1 Apply continuum mechanics to atmospheres in general.\r\n2 Notion of the problems in atmosheric dynamics.\r\n3 Connect concepts in thermodynamics to meteorology.\r\n4 Give a mathematical formulation for phenomena of dynamcis of fluids.\r\n5 Investigate flows in the atmosphere by apllication of physical laws and principles.\r\n6 Distinguish and explain various types of flows in the atmosphere.\r\n7 Explain and interprete graphs and diagrams related to the dynamics of atmospheres.\r\n8 Understand the importance of mathematical analytical and numerical modeling in the context\r\n1 of meteorology.\r\n9 Identifying and applying the right approach to gain the insight in synoptic-scale disturbances\r\n1 and energy transfers in the general circulation." . . "Presential"@en . "FALSE" . . "physical geographical perspective on climate change"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "Space weather"@en . . "6" . "not available" . . "Presential"@en . "FALSE" . . "Climate change - physics and observations"@en . . "5" . "To understand where our knowledge of Earth's climate comes from. To be able to analyse climate data and put it into the context of Earth's climate system." . . "Presential"@en . "FALSE" . . "Water, climate and cities"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Weather Impact analysis"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Forest monitoring and carbon stock estimation with multi-source remote sensing in the context of climate change"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Local climate change planning"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Sun-earth interaction: space meteorology"@en . . "6" . "Not found" . . "Presential"@en . "TRUE" . . "Solar physics and space weather"@en . . "6" . "Specific Competition\nCE1 - Understand the basic conceptual schemes of Astrophysics\nCE2 - Understand the structure and evolution of stars\nCE10 - Use current scientific instrumentation (both Earth-based and Space-based) and learn about its innovative technologies.\nGeneral Competencies\nCG2 - Understand the technologies associated with observation in Astrophysics and instrumentation design\nCG4 - Evaluate the orders of magnitude and develop a clear perception of physically different situations that show analogies allowing the use, to new problems, of synergies and known solutions\nBasic skills\nCB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context\nCB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader contexts\nCB8 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments\nCB10 - That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous\nExclusive to the Theory and Computing Specialty\nCX6 - Understand the structure of the Sun, its evolution and magnetic activity\n6. Subject contents\nTheoretical and practical contents of the subject\n-------------------------------------------------- -----------------------------------------------\nFirst part: Solar interior\n---------------------------------------------------------------- -------------------------------------------------\n\nTopic 1. Global properties of the Sun\n \nTopic 2. Solar interior \n \n2.1 Models of stellar interior. Nuclear reactions\n2.2 Controversy of solar neutrinos\n2.3 The standard model of the solar interior\n\nTopic 3. Helioseismology\n\n3.1 Waves in isothermal and non-isothermal fluids, with and without gravity\n3.2 Formation of stationary modes in the Sun: pyg modes\n3.3 Review of inversion methods seismology to recover the properties of the solar interior\n\nTopic 4. Convection and oscillations: theoretical aspects and simulations\n \n4.1 Convection and granulation: numerical simulations of convection\n4.2 Supergranulation, mesogranulation, giant cells. Explanation of the various scales\n4.3 Generation of sound waves. Vorticity generation\n4.4 Shape of spectral lines in convection models\n \n-------------------------------------- --------------------\nSecond part: Photosphere and chromosphere\n-------------------- ----------------------------------\n\nTopic 5. Radiative transport of polarized light\n \n5.1 Radiative transport\n 5.1.1 Zeeman effect \n 5.1.2 Transport equation for polarized light\n \nTopic 6. Photospheric magnetism\n6.1 Photospheric magnetic structures: Spots, pores, faculae, photospheric network and calm Sun\n6.2 MHD equations. Concentration of the field by convective movements, inhibition of convection by strong fields, magnetoconvection, potential and free force fields 6.3 Convective\ncollapse, field buoyancy, field expansion with height, Wilson depression, Evershed effect by hot tube buoyancy\n6.4 Simulations Numerical measurements of magnetoconvection in strong and weak fields. Explanation of the photospheric magnetic structures in terms of MHD and MHS\n6.5 Emergency simulations of magnetic flux and simulations of spots, threshold points and the penumbra\n\nTopic 7. Chromospheric magnetism\n \n7.1 Spicules, filaments and protuberances. Structure, balance and dynamics\n7.2 MHD waves. Magneto-acoustic waves and Alfvén. Phase speed. Relationship between the disturbed magnitudes\n7.3 Transformation of modes by stratification. Fast mode refraction\n7.4 Mode transformation by 3D stratification. Alfvén mode transformation. Angle dependence\n7.5 Observational evidence of mode transformation in solar magnetized plasma. Ramp effect. Fast and slow modes in one spot. Slow propagation in spots towards the crown\n7.6 Acoustic halos. Periodicity of waves observed in umbras and penumbras of sunspots\n7.7 Mechanisms of heating of the chromosphere \n\nTopic 8. Solar rotation, dynamo and solar cycle \n\n8.1 Solar rotation \n8.2 Solar dynamo. Parker's model of oscillatory alpha-omega dynamo, mean field models\n8.3 Solar cycle and its observational properties\n8.4 Numerical models of differential rotation and solar dynamo. \n8.5 Cycle predictions. Maunder Minimum\n \n----------------------------------------------- --------------------------------\nPart Three: The Corona, Heliosphere, and Space Weather\n------- -------------------------------------------------- ----------------------\n\nTopic 9. The solar corona\n\n9.1 Observations: X-ray and EUV space missions\n9.2 Theory: strongly magnetized and hot plasma, highly conductive and optically thin\n9.3 Radiative transport in optically thin plasmas: radiative cooling\n9.4 Equilibrium structures, coronal loops and magnetic extrapolation\n9.5 Eruptive phenomena: solar flares. CSHKP model\n9.6 Eruptive phenomena: coronal mass ejections (CME)\n9.7 The problem of coronal heating: the tirade waves against reconnection\n\nTopic 10. Space weather\n\n10.1 The solar wind and the heliosphere\n10.2 The Earth's magnetosphere: general structure. Magnetospheric space missions\n10.3 Solar storms: summary of physical properties. Impact on society\n10.4 The physics of solar storms: impact of CMEs on the magnetosphere\n10.5 Reconnection in the magnetopause and in the magnetic tail. NASA's MMS mission. auroras" . . "Presential"@en . "FALSE" . . "Aircraft emissions and climate effects"@en . . "4.00" . "Course Contents The course introduces the students in the state-of-the-art capabilities, research issues and challenges in climate effects of\naviation. Topics include:\n- Combustion and emissions\n- Overview of all environmental effects of aviation\n- Air pollution relevant atmospheric chemistry and physics\n- Local air pollution modelling\n- Aviation environmental policy, new technologies, and other mitigation options\n- General circulation of the atmosphere\n- Atmospheric chemistry and contrail formation\n- Climate change caused by air traffic emissions\n- Modelling of climate impact from aviation\n- Application and show cases for the assessment of mitigation options supporting decision making, e.g. for climate optimized\ntrajectories\nStudy Goals The course aims at providing the students with a thorough understanding of the theory and modelling of the climate impact of air\ntraffic.\nThese elements are required, for example, for the assessment of the air quality and climate impact of aviation and mitigation\nmeasures, including climate optimised trajectories/routing, low climate impact routing and consequences for aircraft design and\nsupersonic transport." . . "Presential"@en . "TRUE" . . "An introduction to meteorology"@en . . "4.0" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "Practice in astronomy/meteorology/geophysics"@en . . "5.0" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "General meteorology I"@en . . "4.5" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "General meteorology II"@en . . "4,5" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "Dynamic meteorology I"@en . . "6,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Experimental meteorology I"@en . . "6,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Dynamic meteorology II"@en . . "5,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Physics of climate I"@en . . "5,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Practice in meteorology"@en . . "5.0" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "Space weather"@en . . "4.0" . "Aims\n\n− To provide an overview of the current observational data and known effects of the space weather;\n− To provide insight in the basic physics of the solar drivers of space weather;\n− To provide an overview of the current state−of−the−art modeling and forecasting activities for some aspects of space\nweather, e.g. CME initiation and IP CME evolution, gradual SPE events, etc.\n− To explore the effects of space weather on humans and on technology in space and on the ground.\n\nContents\n\nIntroduction and motivation\n \n * Definition of space weather\n * Space weather effects\n * Space weather components\n * Predictions and forecasts\n \nA tour of the Solar System\n \n * Sun\n * Solar corona\n * Interplanetary space\n * Planetary magnetosphere\n \nThe Earth Environment\n \n * Magnetosphere\n * Magnetosphere-ionosphere coupling\n * Magnetosphere-thermosphere coupling\n \nSolar energetic particles\n \n * Generation of high-energy particles in space weather events\n * Transport of high-energy particles in the solar system\n * Radiation belts\n \nModels of space weather\n \n * fluid modeling\n * kinetic effects\n \nFollowing a typical space weather storm\n \n * Coronal Mass Ejections (CME): initiation\n * CME: Inter−planetary evolution\n * Impact on the Earth environement\n * Geo−effectivity of magnetic storms\n * Ground and space based solar observations\n * Radio observations\n * In situ measurements (e.g. ACE, CLUSTER)\n * Unsolved problems\n \nResources and Forecast\n \n * Web-based services from NOAA and ESA\n * Simulation: NASA's community coordinated modeling center (CCMC)\n * Soteria and the SSA.\n\n\nMore information at: https://onderwijsaanbod.kuleuven.be/syllabi/e/G0B32BE.htm#activetab=doelstellingen_idm955520" . . "Presential"@en . "FALSE" . . "Climate change and visual activism"@en . . "20.0" . "Not provided" . . "Presential"@en . "TRUE" . . "Green politics in the age of climate change (polu9gp)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=POLU9GP&_gl=1*18l5y8i*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTg3Ny4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Green politics in the age of climate change (polu9gp)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=POLU9GP&_gl=1*g5o1ly*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjA0MDA2Ni4wLjAuMA.." . . "Presential"@en . "FALSE" .