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Predicting Aviation Hazards During Convective Events, Abstract

→ Abstract
1 Introduction
2 Background
3 Methods
4 Results
5 Discussion
6 Conclusion
Extra text

Abstract

Atmospheric convection can result in weather conditions capable of making a pilot lose control of the aircraft. An example of such weather is thunderstorms. This study was made to evaluate weather forecasts for aircraft pilots during days of convective activity. For this purpose, a literature study was conducted to identify the weaknesses of numerical weather prediction models in their handling of convection, and limitations of aviation targeted forecast products were addressed. The study also includes remarks and insights received from experienced aviation forecasters on the subject. The study is limited to Sweden and the forecasts made by the Swedish Meteorological and Hydrological Institute (SMHI).

Four main results have been found . First, the numerical weather prediction models in use in Sweden today are insufficient for making detailed forecasts of convection. Second, the required additional input from human forecasters is restrained by the imperfections of so-called convective indices. Third, convection forecasts issued more than a few hours ahead of time cannot be trusted as being accurate. Finally, the forecast products available to pilots were found to lack valuable information about convective events. It was concluded that pilots cannot access enough information from these forecast products to be able to plan an altogether safe flight through convective weather beforehand. Hence[/annotax] , it is important to improve forecasts of convection for the purpose of enhancing aviation safety.

Key words : Aviation, convection, forecasting

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Subjects: Earth sciences
Text types: Bachelor thesis

Abstract

Research papers like articles, theses, and lab reports almost always require an Abstract, which can be thought of as a special type of summary. The Abstract is the first section of such texts (usually no more than 1–2 paragraphs and/or 150–300 words long), and it should summarize the purpose of the study, its method and/or theoretical approach, and its main findings. The Abstract is an independent text that a reader should be able to understand without reading the longer text that it summarizes.

When writing an Abstract, make sure to provide a clear and accurate picture of your study so that the reader can decide whether or not the paper is relevant for her purposes. Remember that the Abstract is in many cases the only part of your text that will be read.

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Acronyms

Acronyms are a type of abbreviation in which the first letters from a phrase or name are taken to stand for the whole phrase or name. Often, an acronym is given in capital letters. Frequently used technical acronyms should be defined the first time they are used.

In 2012, the National Veterinary Institute (SVA) started a national project called Myggjakten in order to collect mosquito DNA.

A small segment of a gene, approximately 400-1000 base pairs (bp), is examined by a polymerase chain reaction (PCR) and sequenced.

Note that in these examples, the boldface is used only to highlight the acronym in the example; acronyms do not need to be highlighted in real texts. Sometimes full stops are used after each letter (such as the U.K. and the U.S.), but using stops is often optional.

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Using am / is / was

Am, is, and was are used with singular subjects. Am is the 1st person present tense; is is the 3rd person present tense; was is the 1st and 3rd-person past tense.

Present: (1st person) I am late. (3rd person) She is late. He is late. It is gone.

Past: (1st person) I was late. (3rd person) She was late. He was late. It was gone.

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Using are / were

Are and were are forms of “to be” in the present and past tense respectively, and are used with 2nd person singular, and 1st, 2nd, and 3rd person plural.

Present, 2nd sing.: You are late. (you = one person)
Present, 1st, 2nd, 3rd plur.: We are late. You two are late. They are late.

Past, 2nd sing.: You were late. (you = one person)
Past, 1st, 2nd, 3rd plur.: We were late. You two were late. They were late.

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Keywords

Keywords are often listed after the Abstract. When selecting Keywords, make sure that they are not too general. For example, if you have written an essay about the use of irony in Jane Austen’s Pride and Prejudice you should not have “19th century novels” or “women writers” as Keywords. At the same time, your Keywords should not be too detailed either, since then it might be difficult for potential readers to find your text.

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How to refer to yourself

Different fields of study have different traditions about whether authors can refer to themselves as “I” or “We” when discussing their thoughts and actions. An advantage of using “I/We” is that active verbs may be used. A disadvantage is that emphasis is given to the person or persons performing the action, rather than to the action itself.

The most common way to avoid using the first-person perspective is to write as if the text itself is performing actions.

This paper will analyze…; This section will describe…; This research has demonstrated…;

To avoid using the first person, the passive voice is often used.

Mosquitos were collected from 15 sites in Dalarna.

By measuring gene expressions induced in fish tissues, conclusions concerning aquatic ecosystem health can be made.

If the person or persons doing the research must be invoked, the following type of construction can be used.

The graves containing the artefacts were examined by the author. There were four graves for which no gender attributions have been made, to the author’s knowledge.

The indefinite prounoun one can also be used, even if the paper has several authors.

These results lead one to speculate about the future use of solar panels in Sweden.

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Subject extraposition

What is known as ”subject extraposition” (or ”the introductory it pattern”) is a construction that can be very helpful for sentence-structural purposes, as it helps writers avoid so-called ”heavy subjects”, where too much information is placed before the (main) verb of the sentence. This construction also enables writers to disguise their involvement, thereby making the statement seem more objective.

The construction is made up of an introductory it, a predicate (a verb with an optional adjective, noun and/or adverb); examples include:

It has been found that many people enjoy a session in a lunch hour.

It is possible to establish a qualitative correlation with the energy administered to each irradiated point.

The construction can also be used to express a stance towards the proposition stated in the to-, that– or wh-clause:

It seems that school reforms are not in alignment with a culturally responsive curriculum.

It is interesting to note that both groups scored lower on the QRI-5 posttest than the pretest.

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thus / hence

The words thus and hence are both formal ways saying ‘as a result’. In formal texts, it is often suggested to use them slightly differently. Thus is used to indicate a conclusion about something that has happened in the past, while hence is used to indicate something that will happen in the future.

Profits were higher last quater; thus, everyone got a raise. ⇒ The raise already happened.

Profits were higher last quarter; hence, everyone is expecting a raise. ⇒ The raise hasn’t happened yet.

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Using the passive voice

The passive voice is often used when describing methodology. Using the passive voice emphasizes the action taken rather than the entity performing the action. In each of the following examples, the author or authors are the (unspecified) actors.

The specimens were collected according to established protocols. (instead of “I collected specimens…”)

Several factors have been taken into consideration before categorizing artefacts. (instead of “I took several factors into consideration…”)

The questions for the interviews were formed using our theoretical framework. (instead of “We formed the questions…”)

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Texts, Tools, and Tips for Academic Writing

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Predicting Aviation Hazards During Convective Events, Abstract

Abstract

Abstract

Acronyms

Using am / is / was

Using are / were

Keywords

How to refer to yourself

Subject extraposition

thus / hence

Using the passive voice