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关于电动车禁止停放楼道的通知英语作文全文共6篇示例，供读者参考篇1Say No to Electric Vehicles in the Hallways!Hi there, friends! It's me, your pal Jimmy. Today, I want to talk to you about something really important that's been happening in our apartment building lately. Have you noticed all those electric bikes, scooters, and other cool-looking rides parked in the hallways? At first, I thought it was kind of neat, but now it's become a big problem!You see, our hallways are supposed to be clear and safe for everyone to walk through. But with all those electric vehicles taking up space, it's become a real maze! Just the other day, I was running to catch the school bus, and I almost tripped over a scooter someone had left right in the middle of the hallway. Ouch!But that's not even the worst part. Those electric vehicles have batteries, and batteries can sometimes catch fire or explode if they're not treated properly. Imagine if one of those electric bikes caught fire in the hallway! It could spread really quickly,and people might not be able to get out safely. That's a scary thought, isn't it?I know some of you might be thinking, "But Jimmy, those electric vehicles are so cool! And they're good for the environment, right?" That's true, they are pretty awesome, and they don't pollute the air like regular gas-powered vehicles. But you know what else is good for the environment? Having a safe place to live without worrying about fire hazards!That's why I think we should all come together and tell our parents, grandparents, and anyone else who owns an electric vehicle that they can't park it in the hallways anymore. It's just not safe, and it's not fair to the other people who live in our building.Instead, we could ask the building manager to set up a special parking area just for electric vehicles. That way, everyone can still enjoy their cool rides, but without putting anyone else in danger. It's a win-win situation!But you know what? Safety has to come first, no matter how convenient or cool something might seem. We all have to follow the rules and think about how our actions affect other people. That's what it means to be a good neighbor and a responsible member of our community.So, what do you say, friends? Are you with me? Let's start a movement to keep our hallways clear and safe! We can make posters, write letters to the building manager, and talk to our parents and neighbors about why it's so important to park electric vehicles in the proper place.Together, we can make a difference and show everyone that kids like us care about the safety of our homes and our community. Who's with me? Let's do this!篇2Notice: No Parking of Electric Bicycles in the CorridorDear Students,We hope this notice finds you all in good health and high spirits! We have an important message to share with you regarding the parking of electric bicycles in the corridor. It has come to our attention that some students have been parking their electric bicycles in the corridor, which is against the school rules. We kindly ask for your cooperation in this matter.Firstly, it is essential to understand why we have this rule. The corridor is a space that needs to remain clear and accessible at all times. It serves as an emergency exit route and allowseveryone to move around the school safely. When electric bicycles are parked in the corridor, it creates obstacles and makes it difficult for students and teachers to pass through, especially during busy times such as recess or dismissal.Moreover, parking electric bicycles in the corridor can also be dangerous. The corridor is not a designated parking area for bicycles, and it lacks the necessary facilities to ensure their safe storage. Electric bicycles may accidentally fall or be knocked over, causing damage to the bicycles or even posing a risk to students walking by.To maintain a safe and orderly environment, we kindly request that all students refrain from parking their electric bicycles in the corridor. Instead, we encourage you to use the designated bicycle parking area provided by the school. The bicycle parking area is conveniently located near the main entrance and is designed to accommodate electric bicycles as well.By parking your electric bicycles in the designated area, you not only adhere to school rules but also contribute to the overall safety and well-being of our school community. Let's work together to keep our corridor clear and accessible for everyone.If you are unsure about the location of the bicycle parking area, please feel free to approach your class teacher or any member of the school staff. They will be more than happy to assist you and provide guidance.Thank you for your understanding and cooperation in this matter. Together, we can create a better and safer school environment for everyone. Let's remember to park our electric bicycles in the designated area and keep the corridor clear.Best regards,[Your Name][Your Grade/Class]篇3当然可以！以下是一篇关于电动车禁止停放楼道的通知的英文作文，使用了小学生的语言风格，文章长度为1000个字。
怎样才能让校园安全呢英语作文Ensuring Campus Safety: A Comprehensive Approach。
Safety is a paramount concern for any educational institution, as it directly impacts the well-being of students, faculty, and staff. In the modern era, where threats to campus security have become increasingly complex, it is crucial to implement a comprehensive approach to safeguarding the academic community. This essay will explore various strategies and measures that can be employed to enhance campus safety, addressing key aspects such as physical security, emergency preparedness, and community engagement.One of the fundamental pillars of campus safety is the implementation of robust physical security measures. This includes the installation of secure access control systems, such as electronic key cards or biometric scanners, to limit unauthorized entry into campus buildings. Additionally, the strategic placement of surveillance cameras can provide valuable real-time monitoring and evidence in the event of an incident. Proper lighting throughout the campus, particularly in high-traffic areas and isolated locations, can also deter criminal activity and enhance the overall sense of safety.Another crucial component of campus safety is emergency preparedness. Educational institutions should have well-defined emergency response plans that outline the procedures to be followed in the event of various crises, such as natural disasters, active shooter situations, or medical emergencies. Regular drills and training exercises can help ensure that students, faculty, and staff are familiar with the appropriate actionsto take in an emergency. Furthermore, the availability of emergency communication systems, such as mass notification systems and emergency alert apps, can enable the rapid dissemination of critical information and instructions during a crisis.Effective community engagement is also essential for maintaining a safe campus environment. By fostering a culture of awareness and collaboration, educational institutions can empower students, faculty, and staff to be active participants in the safety and security of the campus. This can be achieved through comprehensive safety education programs, which provide training on topics such as personal safety, bystanderintervention, and reporting suspicious activities. Additionally, the establishment of student-led safety initiatives and the promotion of open communication channels between the campus community and security personnel can further strengthen the sense of collective responsibility for campus safety.Partnerships with local law enforcement agencies can also play a significant role in enhancing campus safety. By collaborating with the police, educational institutions can ensure that there is a coordinated response to emergencies and that any criminal activities on campus are promptly addressed. Joint training exercises and information-sharing agreements can help to streamline the emergency response process and improve the overall effectiveness of campus security measures.Furthermore, the integration of technology-based solutions can significantly enhance campus safety. The use of advanced access control systems, intelligent video surveillance, and predictive analytics can help to identify and mitigate potential threats in real-time. Additionally, the development of mobile safety apps and the implementation of emergency communication platforms can empower students and staff to report incidents, access emergency resources, and receive timely updates during a crisis.In conclusion, ensuring campus safety requires a multifaceted approach that addresses physical security, emergency preparedness, community engagement, and technological advancements. By implementing a comprehensive strategy that addresses these key elements, educational institutions can create a safer and more secure environment for their students, faculty, and staff. Through ongoing collaboration, continuous improvement, and a commitment to the well-being of the campus community, educational institutions can foster a sense of safety and security that is essential for academic success and personal growth.。
2022年高考英语新材料仿真模拟押题卷（江苏专用）04（考试时间：120分钟试卷满分：150分）注意事项：1．答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡对应题目的答案标号涂黑。
如需改动，用橡皮擦干净后，再选涂其他答案标号。
回答非选择题时，将答案写在答题卡上。
写在本试卷上无效。
3．考试结束后，将本试卷和答题卡一并交回。
第一部分听力（共两节，满分30 分）第一节（共5小题；每小题1分，满分5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. What does the man want to have for lunch?A. A salad.B. Fried eggs.C. A beef sandwich.【答案】B【解析】W: Do you want to have a salad for lunch?M: No, Mom. I need some energy for my afternoon classes. How about some fried eggs or a cheese sandwich?2. When will the party be over?A. At 11:00 pm.B. At 10:30 pm.C. At 10:00 pm.【答案】C【解析】M: There is a party tonight at 6 o’clock in the hall.W: What a pity! I won’t come back until 7 o’clock.M: It doesn’t matter. The party will last 4 hours.3. How does the man find Maria Sophia?A. Unreliable.B. Impolite.C. Inactive.【答案】A【解析】W: Maria, Sophia is unlucky. The most terrible things keep happening to her.M: Yes, if you can trust what she says. You know she is never lazy in making up stories.4. Where does the conversation probably take place?A. At a furniture shop.B. At a coffee bar.C. At the woman’s home.【答案】C【解析】W: Make yourself at home. Seat yourself on the sofa, please. What about having a cup of coffee?M: That’s a good idea!5. What is the woman telling the man?A. The house is untidy.B. She won’t do the cleaning.C. He isn’t working hard enough.【答案】A【解析】W: Look at this house. Books are all over the floor, and dirty plates are in the sink. Do we live in a zoo?M: I have exams soon. I don’t have time to do anything but read.W: I know. I just couldn’t do all the cleaning by myself.第二节（共15小题；每小题1分，满分15分）听下面5段对话或独白。
向外国朋友介绍滴滴打车软件英语作文As one of the most popular ride-hailing apps in China, Didi Chuxing (or simply Didi) has transformed the way people travel in the country. With millions of users, Didi offers a convenient and affordable way to get around cities in China.As soon as you open the Didi app, you can easily input your destination and choose from a variety of ride options, including carpooling, taxis, and private cars. The app also provides real-time updates on the status of your ride, the estimated time of arrival, the driver's name and phone number, and the cost of the trip.One of the most impressive features of Didi is its commitment to safety. All drivers must pass a background check and have a clean driving record, and users can share their trip details with friends in real-time for added security. Didi also has an emergency button and a 24/7 customer support team to ensure that users have a safe and comfortable ride.Overall, Didi is a reliable and convenient way to travel in China, offering a variety of ride options, competitive pricing, and a strong commitment to safety. If you're planning a trip to China and need a reliable ride, Didi is definitely worth checking out!。
我梦想的工作成为一名医生英语作文七年级全文共3篇示例，供读者参考篇1My Dream Job: Becoming a DoctorEver since I was a little kid, I've always dreamed of becoming a doctor when I grow up. The thought of being able to help people and save lives really excites me. Being a doctor seems like such an amazing and important job.I can still remember the first time the idea of becoming a doctor popped into my mind. It was when my grandma got really sick a few years ago. She had to go to the hospital and stay there for a long time. I vividly recall visiting her and seeing all the doctors and nurses taking care of her. They all looked so smart in their white coats and scrubs. The way they cared for my grandma with such dedication really made an impression on me.I'll never forget the day the doctor told us that thanks to the treatment they gave her, my grandma was going to be okay. I was overjoyed and so grateful to that doctor. At that moment, I thought to myself "I want to be able to do that someday - to helppeople get better just like that doctor helped my grandma." From then on, becoming a physician became my biggest dream.Of course, being a kid, I didn't fully understand everything that being a doctor entails. But the more I learned about it, the more I felt it was the perfect career for me. Doctors get to do so many amazing things - diagnose illnesses, perform surgery, deliver babies, provide medical advice, and most importantly, save lives. Just thinking about it gets me really excited!I know it won't be easy though. Becoming a doctor requires many years of difficult study and training. You have to be one of the best students, get really good grades, and work extremely hard. Not everyone has what it takes. But I'm definitely up for the challenge! I'm a diligent student and I've always done well in my science and math classes. With a lot of effort, I'm confident I can make it.One of the hardest parts will be getting through medical school after college. From what I've researched, medical school is notorious for being incredibly demanding and intense. Students have to pull countless all-nighters cramming tons of information on everything from anatomy to diseases to medical ethics. It's a true test of intelligence, dedication and perseverance. But it willbe worth it in the end to finally earn my M.D. and become a fully qualified doctor.After medical school comes the residency program, where new doctors get hands-on training by working directly with patients under the supervision of experienced physicians. This stage allows you to decide what specific type of medicine you want to go into - whether it's a general practitioner, a surgeon, a pediatrician, or any other specialty. I'm leaning towards becoming a surgeon because I think operating on people is really cool. But I'll have to see where my interests take me once I make it that far.No matter what area I choose to specialize in, I know that being a doctor will be an incredibly rewarding career. Yes, it will be a lot of hard work dealing with life-or-death situations and having people's lives in my hands. But that's also what makes it so fulfilling. I'll get to use my knowledge and skills to literally save lives on a daily basis. It will be extremely challenging at times, but also so meaningful and impactful. Just imagining being able to tell a parent "Your child is going to be okay" gives me chills of excitement.I'm sure I'll also face a lot of pressure and stress at times, having to work insanely long hours at hospitals and always beingon-call in case of emergencies. It definitely won't be an easy job. But that's the sacrifice you make when you choose to pursue such a noble and selfless profession. I'm prepared to push myself to my limits, because that's what it takes to provide your patients with the best possible care.Ultimately though, I know all the sleepless nights and tough times will be worth it. Because being a doctor isn't just a job, it's a calling to help people. And for me, that's what it's all about. Being able to use my skills and medical training to save lives and improve people's health would make me endlessly happy and fulfilled. Just picturing myself in that white doctor's coat is enough motivation to make this dream my reality, no matter how hard the journey is.That's why I'm going to give it my absolute all - study as hard as I can, get perfect grades, score highly on all the medical exams, and show that I have what it takes. I'm determined to overcome any obstacle to accomplish this goal that I've had since childhood. I have a long road ahead of me, but I'm filled with drive and the passion to see it through until the very end.Becoming a doctor has been my unwavering dream ever since that day at the hospital years ago. And I won't stop until I achieve it and finally get to wear that white coat myself. It's afantastic and noble career that allows you to help humanity in the most direct way possible. To me, there's nothing better in the world than that. I can't wait to be able to look at myself in the mirror one day and say "I'm finally a doctor." This is the job I've wanted for as long as I can remember, and I'm going to make it happen through hard work, perseverance, and my endless dedication to pursue this dream of mine.篇2My Dream Job: Becoming a DoctorEver since I was a little kid, I've known that I want to be a doctor when I grow up. Helping people and taking care of them when they are sick or hurt is something that has always felt really important to me. I can't imagine doing anything else with my life!I think a big part of why I want to be a doctor is because of my mom. She's a nurse and I've seen how much she cares about her patients and how hard she works to make them feel better. Whenever I was sick as a child, she would stay home from work to take care of me. She would make me chicken soup, give me medicine, and read me stories until I fell asleep. Just being around her made me feel so loved and safe. I want to be able to do that for other people someday.My uncle is also a big inspiration for why I want to go into medicine. He's a pediatrician, which means he's a doctor for kids.A few years ago, he helped save my little cousin's life when she got really sick with pneumonia. Just thinking about how scared my aunt and uncle must have been, and how grateful they were to my uncle for taking such good care of their daughter, makes me want to cry. I was only 9 at the time, but I understood then how amazing and important doctors are. If I can help even one family the way my uncle helped mine, it will be worth all the hard work of getting through medical school and residency.Of course, being a doctor isn't all warm fuzzies and saving lives. I know it's also going to be really challenging and requires a ton of studying and training. You basically have to be a professional student for most of your 20s! Math, science, biology, chemistry, you have to be great at all of those subjects. My parents keep warning me about how brutal the hours of residency can be, workinginsanely long shifts with barely any sleep. My dad's friend is a surgeon and he says he missed a ton of birthdays, holidays, and other family events when he was doing his surgical residency. It sounds exhausting, but I'm ready for the hard work because I know it will be worth it.I haven't decided yet what kind of doctor I want to be when I grow up. Part of me really wants to be a pediatrician like my uncle so I can work with kids. They seem so full of life, energy and optimism, and being around that youthful spirit would be the best way to start each day. And kids are just so funny and say the most hilariously bizarre things! I have a million stories of my little sister blurting out some nutty comment that has the whole family cracking up.But then I could also picture myself as an emergency room doctor, helping people when they are having a crisis and their lives are in danger. I love the idea of staying calm under pressure and literally saving someone's life. Of course, that also means having to deal with a ton of blood, guts, traumatic injuries and other gnarly sights. I'm a pretty squeamish person, so I'm not sure if my stomach could handle all of that! Maybe I'll end up going into a more chill, nice specialty like dermatology where all I have to look at is zits and rashes.Wherever I end up, I know being a doctor is going to be unbelievably hard work, but also really meaningful and rewarding. Getting into medical school is going to require me to be at the absolute top of my game with perfect grades, tons of extracurriculars to make me stand out, and amazing test scores.I'm already starting to prepare myself mentally for how much time I'm going to have to spend studying and being aworld-class student once I get to high school and college. No playing video games or watching TV for hours on end - it will be all about the books!Part of me does get a little nervous thinking about the immense pressure of being responsible for someone's life hanging in the balance based on the decisions I make as a doctor. That's a huge responsibility and one little mistake could be catastrophic. But that's also why being a doctor is such an honorable calling. People trust you with the thing that matters most: their health and life. Knowing that people will put that level of faith in me would be a real privilege.I try not to get too ahead of myself though, since I'm still justa kid. Who knows, maybe my interests and passions will change by the time I get to college? Maybe I'll discover a love of business or technology that puts me on a totally different career path. I definitely have a tendency to be a bit of a know-it-all and act like I have it all figured out at this age. (My parents love to tease me about this!)For now though, being a doctor is my number one dream. Whenever someone asks me the classic kid question of "What doyou want to be when you grow up?", I can reply with total confidence: "A doctor!" Every career assignment, essay, and project I get related to that question, I put my heart and soul into it. If I have to write a paper about my future ambitions, you can bet it will be about my dream of pursuing medicine. For my latest science fair project, I did an experiment looking at how different handwashing techniques impact bacterial counts, since I know excellent hygiene is paramount for doctors.I hope I'm able to achieve this dream and one day get that title of "Dr." in front of my name. It would make me so proud to follow in the footsteps of the doctors and nurses in my family. Of course, I'd be lying if I said it wasn't also about the money and status to some degree. It would be pretty cool to drive a Tesla and buy my mom and dad a big fancy house after they supported me for so long. But more than anything, it would just be an incredible honor to have the skills and training to help keep people healthy and save lives. That's what really speaks to me at my core. In my mind, there's no better way to have an impactful and meaningful career than by being a doctor. I can't wait to make that dream a reality!篇3My Dream of Becoming a DoctorEver since I was a little kid, I've wanted to be a doctor when I grow up. The idea of helping people feel better and saving lives has always appealed to me. I know it's a tough job that requires a lot of hard work and studying, but I'm up for the challenge!I can still remember playing doctor with my stuffed animals when I was really young. I would use a plastic stethoscope to listen to their heartbeats and put bandages on their boo-boos. My parents thought it was cute how into it I would get. As I got older, my love for science and biology grew. I found the human body so fascinating – how all the different systems and organs work together in such an intricate way. In school, biology quickly became my favorite subject. I would read ahead in our textbooks just because I enjoyed learning about things like the circulatory system and the digestive process.When I was about 10 years old, I had to get my appendix removed. It was a scary experience being in the hospital, but the doctors and nurses were so kind and took such good care of me. They explained everything they were doing in a way I could understand. I realized then what an important job doctors have. Not only do they need to be extremely knowledgeable about medicine and the human body, but they also need excellentpeople skills to put patients at ease. That's when I decided for sure that being a doctor was the perfect career for me.Of course, the road to becoming a doctor is long and difficult. I know I'll have to work incredibly hard in school, especially in science classes like biology, chemistry, and physics. Getting good grades is crucial for getting into a top pre-med program in college. From there, it's four more years of intense studying in medical school. I try not to think too much about the huge cost of med school tuition and student loans – I'll cross that bridge when I come to it! After med school, new doctors have to complete a multi-year residency program where they get hands-on training in a hospital or clinic setting while working crazy long hours.It's certainly a lot of schooling, but I know it will be worth it in the end. The idea of finally becoming a fully qualified doctor after all those years of preparing for it is what keeps me motivated. I'm honestly not sure yet what specific type of medicine I want to go into – maybe pediatrics because I love working with kids, or emergency medicine where every day is different and exciting. There are so many possibilities! No matter what, I know I'll feel a huge sense of pride when I can finally start practicing medicine and helping patients.One of the things I most look forward to as a doctor is being able to really make a difference in people's lives. Maybe I'll someday save someone's life or put my mind to work cracking a tough medical case. Even little things like listening to a patient's concerns and making them feel cared for can have a big impact. Doctors form bonds with their patients and get to be a source of comfort during difficult times. How amazing would it be to have someone thank me for helping them or a loved one through an illness or injury?I know being a doctor also comes with a lot of challenges and sacrifices. It's an intense job with long, irregular hours –some days could be relatively calm while others are a constant rush of emergencies. Dealing with sick patients all the time and being surrounded by illness and injury would take an emotional toll. There's also the risk of being exposed to contagious diseases and getting sick yourself. And of course, despite a doctor's best efforts, some patients will have negative outcomes, which must be devastating. I try to mentally prepare myself now for the harsh realities of the job.Still, the pros of this career path far outweigh the cons in my mind. Getting to use my knowledge of science and medicine in a hands-on way to better people's lives – what could be morerewarding? Not to mention, doctors are very respected members of the community. They get to form close bonds with patients and their families over years of care. There's also the comfortable salary that comes with being a physician once you make it through all the training. Money isn't my main motivation, but it will allow me to have a good quality of life and provide for my future family.These days, you often hear negative reports about problems in the healthcare system like overworked doctors, inflated costs, and medical errors. While those are legitimate issues that need to be addressed, they don't deter me from pursuing this career. In fact, I see them as challenges that future doctors like myself will have to help find solutions for. I want to be part of the positive change in making healthcare more affordable and accessible while improving patient safety and working conditions for healthcare providers. It's a big task, but I dream of doing my part to move the medical field in the right direction.I know the path ahead won't be easy, but my desire to become a doctor has never wavered. It's one of the most noble and beneficial professions you can have. Being a doctor means being a healer, a teacher, a confidante, a leader, a scientist, and a caregiver all in one. To me, there's no better way to make yourmark on the world. I can't wait to don the white coat one day and get to work helping people!。
01、The Story in Emergency Room 急诊室的故事In her early days as an emergency room physician, Doctor Joanna Myer treated a child who had suffered a second degree burn. After the child had been treated and was being prepared for discharge，Doctor Myer talked to the parents about how they should care for the child at home. Also listening to her were a half a dozen other family members. A few hours later, when she came to say goodbye, the family asked her to settle an argument they’d been having over exactly what adv ice she had given. “As I talked to them. I was amazed.” she said. “All of them had heard the simple instructions I have given just a few hours before, but they have three or four different version. The most basic details were unclear and confusing. I was surprised, because these were intelligent people.”This episode gave Doctor Myer her first clue to something every doctor learns sooner or later - most people just don’t listen very well. Nowadays, she says she repeats her instruction，and even conduct a reality check with some patients. She asks them to tell her what they think they are supposed to do. She also provides take-home sheets which are computer printouts tailored to the patients’situation. Doctor Myer’s listeners are not unusual. When new or difficult material is presented, almost all listeners are faced with the challenge because human speech lacks the stability and permanence of the printed word. Oral communication is fast-moving and impermanent.在乔安娜·迈尔刚成为一名急诊内科大夫时,她治疗过一位二度烧伤的儿童。
emergency英语作文500词全文共6篇示例，供读者参考篇1Hey guys, have you ever thought about what to do in an emergency situation? Well, today I want to talk to you about it because it's super important to know how to handle emergencies.First of all, what is an emergency? An emergency is a serious situation that needs immediate action. For example, if someone is hurt or if there is a fire, these are emergencies that need quick response.So, what should you do in an emergency? The first thing to do is stay calm. Panicking won't help at all. Take a deep breath and think about what you need to do next. If someone is hurt, call for help right away. You can call 911 or ask an adult to call for you. Don't try to help the person if you're not trained to do so.If there is a fire, you need to get out of the building as quickly as possible. Don't stop to grab your toys or clothes. Just get out and stay far away from the fire. Once you're safe, then you can call for help.Remember, it's important to have a plan for emergencies. Talk to your family about what to do in different situations. Practice what you should do so that you're prepared if something bad happens.I hope you never have to face an emergency, but it's always good to be prepared just in case. Stay safe, everyone!篇2Oh no! Something really serious happened! There was an emergency in our town and everyone had to act fast to stay safe. It was super scary but we all worked together to make sure everything was okay.So, here's what happened. One day, when we were all at school, the fire alarm went off. We all had to line up quietly and walk outside to the playground. The teachers told us to stay calm and follow their instructions. It was so loud and scary, but we all did our best to stay calm.When we got outside, we saw smoke coming from one of the classrooms. The teachers told us that there was a fire and we needed to evacuate the school right away. We all held hands and walked quickly to the field across the street. The firefighterscame really fast and put out the fire. They made sure everyone was safe and no one was hurt.After the fire was out, we all went back to school and the teachers talked to us about what to do in case of an emergency. They said it's important to stay calm, listen to instructions, and never panic. We all learned a lot that day and we're grateful that everyone was safe.I hope we never have to go through an emergency like that again, but if we do, I know we can handle it because we all worked together and stayed calm. Stay safe everyone!篇3Title: Emergency!Hello everyone! Today, I want to talk to you about emergencies. Emergencies are situations that happen suddenly and require immediate action. It can be anything from getting hurt to a fire in your house.So, what should you do in case of an emergency? Well, first of all, stay calm. It's very important to keep a clear mind so you can think and act quickly. If you're hurt, call for help right away.Don't try to handle it on your own, let an adult know so they can help you.If there's a fire, remember to stop, drop, and roll if your clothes catch on fire. Get out of the house as fast as you can and call 911. Make sure you have a meeting spot outside so everyone knows where to go.In case of a natural disaster like an earthquake or a tornado, listen to adults and follow their instructions. Stay away from windows and heavy furniture that can fall on you. If you're at school, listen to your teachers and do as they say.Remember, emergencies can be scary but if you stay calm and know what to do, you can stay safe. So, be prepared and stay safe, everyone!篇4Oh no, something bad happened! It's an emergency! Let me tell you all about it.The other day, me and my friends were playing in the park when suddenly we heard a loud scream. We ran over to see what was going on and we saw a little boy who had fallen off theswings and hurt his arm really bad. He was crying and his arm looked all red and swollen.We knew we had to do something to help him. One of my friends ran to find an adult while the rest of us tried to comfort the boy. We told him not to worry and that help was on the way. We also used our jackets to make a makeshift sling for his arm to keep it still.Finally, a grown-up arrived and called for an ambulance. The paramedics came quickly and took the boy to the hospital to get his arm looked at. We all felt so relieved that he was going to be okay.It was a scary situation, but we all knew what to do because we had learned about emergencies in school. It's important to stay calm, get help, and help out however we can. I'm just glad that everything turned out okay in the end.So remember, if you ever find yourself in an emergency, don't panic! Stay calm and remember what you have learned. It could make all the difference in helping someone in need.篇5One day, I want to tell you a story about an emergency situation that happened to me. It was a sunny day and I was playing with my friends in the park. Suddenly, I heard someone screaming for help. I looked around and saw a little boy who had fallen into the pond and couldn't swim.I knew I had to do something quickly. So, I ran towards the pond and yelled for help. Luckily, there was a lifeguard nearby who jumped into the water and rescued the boy. We were all so relieved that the boy was safe and sound.After that incident, I realized the importance of knowing what to do in an emergency situation. I learned that it's important to stay calm, think fast, and ask for help when needed.From that day on, I always make sure to follow safety rules and guidelines to prevent accidents. I also make sure to tell my friends and family about the importance of being prepared for emergencies.Remember, emergencies can happen anywhere and at any time. So, it's important to know what to do and how to stay safe. Stay alert and be prepared!篇6Hello everyone, today I want to talk about emergencies. Emergencies are situations that happen suddenly and require immediate action to stay safe. It's super important to know what to do in case of an emergency so that you can stay calm and help others too.One type of emergency is a fire. If you ever see smoke or fire, you should remember to stay low to the ground where the air is clearer, and try to find an exit quickly. Don't forget to stop, drop, and roll if your clothes catch on fire.Another type of emergency is a medical emergency. If someone is hurt or not feeling well, make sure to call for help right away. Stay with the person and try to keep them comfortable until help arrives.Natural disasters like earthquakes and tsunamis are also emergencies that can happen. It's important to know how to stay safe during these events by finding a safe place to take cover and following safety instructions.Remember, in any emergency, it's important to stay calm and follow the instructions of adults or emergency responders. Don't forget to practice emergency drills at school and at home so that you know what to do when a real emergency happens.Stay safe everyone, and remember to always be prepared for emergencies!。
Earthquake Preparedness: How to SafeguardOurselvesEarthquakes, being unpredictable natural disasters, can strike at any time, without warning. It is, therefore, imperative for us to be well-prepared and equipped with the necessary knowledge and skills to safeguard ourselves and our loved ones during such emergencies. Here are some key steps we can take to ensure our safety during an earthquake.1. **Identifying Safe Zones**: Before an earthquake occurs, it is crucial to identify safe zones in our homesor workplaces. These are areas where we can quickly duckand cover during a tremor, such as under a sturdy table or desk, or in an interior room with no windows or glass doors. Avoiding areas near exterior walls, windows, and heavy furniture is also advisable.2. **Practicing Earthquake Drills**: Regularlypracticing earthquake drills at home, school, or work helps familiarize ourselves with the evacuation routes and safe zones. This can greatly reduce panic and confusion duringan actual earthquake, enabling us to respond quickly and calmly.3. **Maintaining Emergency Kits**: Having an emergency kit ready at hand is crucial. This kit should include basic supplies such as water, non-perishable food items, first-aid supplies, a battery-operated radio or flashlight, extra batteries, and essential documents. Having these items stocked up can provide much-needed comfort and assistance during the aftermath of an earthquake.4. **Staying Informed**: Staying up-to-date with local earthquake risks and warnings is essential. We should be aware of our area's seismic activity and be prepared to take action if an earthquake occurs. Modern technology such as smartphones and the internet can provide real-time information and updates, which can help us make informed decisions.5. **Creating an Emergency Plan**: Having an emergency plan in place for our family or workplace is crucial. This plan should outline our escape routes, meeting points, and strategies for communicating with each other in case of separation. Discussing and practicing this plan regularly can ensure its effectiveness during an emergency.6. **Strengthening Structures**: In earthquake-prone areas, strengthening the structural integrity of buildings and houses can greatly increase their resistance to seismic activity. This may include retrofitting existing structures or constructing new buildings with earthquake-resistant materials and designs.In conclusion, while earthquakes are unpredictable, we can take proactive measures to safeguard ourselves and our loved ones. By identifying safe zones, practicing earthquake drills, maintaining emergency kits, staying informed, creating emergency plans, and strengthening structures, we can reduce the impact of these disasters and emerge safely.**地震防护：如何保护我们自己**地震是不可预测的自然灾害，随时都可能发生，毫无预警。
In today's unpredictable world, emergencies can occur at any time. Therefore, it is crucial for individuals, organizations, and communities to have an effective emergency plan in place. This article will provide a comprehensive guide on how to prepare an emergency plan, ensuring that everyone is well-prepared to face unexpected situations.1. Identify potential emergenciesThe first step in creating an emergency plan is to identify thepotential emergencies that may occur in your area. This could include natural disasters such as earthquakes, floods, hurricanes, or man-made disasters like fires, chemical spills, and power outages. Consider the specific risks that your community or workplace may face and include them in your plan.2. Assemble an emergency teamAn effective emergency plan requires a dedicated team to oversee its implementation. This team should consist of individuals with expertisein emergency management, as well as representatives from various departments or organizations within your community or workplace. Assign clear roles and responsibilities to each team member, and ensure that they are trained in emergency response procedures.3. Conduct a risk assessmentPerform a thorough risk assessment to understand the potential impact of different emergencies on your community or workplace. This will help you prioritize your emergency plan and allocate resources effectively. Consider the potential for loss of life, property damage, and disruption to daily activities when assessing risks.4. Develop emergency proceduresBased on the identified risks, develop specific emergency procedures for each type of incident. These procedures should include the following elements:a. Evacuation plans: Outline the steps for safely evacuating the affected area, including designated evacuation routes, assembly points, and transportation options.b. Communication protocols: Establish clear communication channels to ensure that everyone receives timely and accurate information during an emergency. This may include phone trees, emergency alert systems, and social media.c. First aid and medical response: Provide training and resources for first aid and medical response to address minor injuries or health issues during an emergency.d. Resource allocation: Identify and allocate necessary resources, such as food, water, and medical supplies, to support emergency response and recovery efforts.5. Train and educateEnsure that all members of your community or workplace are trained and educated on the emergency plan. This includes conducting regular drills to practice evacuation procedures, first aid, and other emergency response skills. Encourage individuals to familiarize themselves with the plan and their roles within it.6. Review and update the planEmergency plans should be reviewed and updated regularly to ensure they remain effective and relevant. This includes reviewing the plan after each emergency to identify areas for improvement and incorporating lessons learned from real-life incidents.7. Communicate and collaborateEffective emergency planning requires collaboration between various stakeholders, including government agencies, non-profit organizations, and private entities. Establish strong relationships with these partners and communicate regularly to ensure a coordinated response to emergencies.In conclusion, preparing an effective emergency plan is essential for protecting lives, property, and communities. By identifying potential emergencies, assembling a dedicated team, conducting a risk assessment, developing emergency procedures, training and educating individuals, and reviewing and updating the plan, you can ensure that your community or workplace is well-prepared to face any unexpected situation. Remember, a well-prepared emergency plan can make all the difference during times of crisis.。
Mathematics and Computers in Simulation 52(2000)413–426Real time modelling as an emergency decision supportsystem for accidental release of air pollutantsWerner K.Graber ∗,Fritz GassmannPaul Scherrer Institute,CH-5232Villigen-PSI,SwitzerlandReceived 1April 2000;accepted 1April 2000AbstractIn the framework of the project ‘Windbank’,wind field patterns in an area of 30km ×30km in the Swiss Plateau between the Alps and the Jura were measured with 22temporary meteorological stations and two SODARs during 4months in 1997.Hourly averages from this high resolution network were combined with meteorological infor-mation from routine stations and from a weather prediction model.This data-set comprises all available parameters influencing the complex wind flow in the investigated area between the Alps and the Jura.A cluster analysis for this data-set lead to 12classes with a high separation quality.It is demonstrated,that an on-line acquisition of meteorological data from routine stations and from a weather prediction model can be used to diagnose the recent wind field class with a probability of 96%to hit the correct wind field class.This diagnosis reveals wind fields with a very high spatial resolution in a very short time.Consequently,it is useful as a contribution to a decision support system for safety management after accidental releases of nuclear or chemical air pollutants.Further,a method is outlined to use the weather prediction model to forecast the wind field class.An average probability of 79%to hit the correct wind field classes for a forecast time of up to 24h is evaluated.©2000IMACS.Published by Elsevier Science B.V .All rights reserved.Keywords:Nuclear and chemical safety;Accidental release of air pollution;Emergency decision support system;Wind field classes1.IntroductionAn emergency decision support system for accidental release of radioactivity or chemicals into the atmosphere requires a detailed knowledge of the local and regional meteorological conditions.Especially,knowledge of the wind field in complex terrain is essential for developing a clear picture of the atmospheric dispersion after an unforeseeable release.To make an emergency decision support system operative,we∗Corresponding author.Tel.:+41-56-310-2785;fax:+41-56-310-4525.E-mail address:werner.graber@psi.ch (W.K.Graber)0378-4754/00/$20.00©2000IMACS.Published by Elsevier Science B.V .All rights reserved.PII:S0378-4754(00)00164-6414W.K.Graber,F.Gassmann/Mathematics and Computers in Simulation52(2000)413–426 hypothesise that windfields in a region with complex orography can be attributed to a small number of windfield classes and that these can be defined by a few routine stations.For emergency applications,the functional reliability of a system as well as the simplicity of its use and the clarity and accuracy of immediate results are of prevalent importance.So,only information based directly on observations in the affected region that can be processed by rather simple and re-liable means is regarded supportive during an emergency situation.This point of view is widespread in the services having the responsibility for the alarm organisation in case of hazardous pollution re-leases.The following approach of the project‘Windbank’is based on a classification of the regional windfields.This approach satisfies the expectations of simplicity and reliability.Windfield classes based on extensive measurements in the region to be protected are considered to be much more convincing than complicated and difficult calculations with,e.g.a mesoscale model[1].Further,a limited num-ber of classes could serve as a basis for emergency planning and preparation quite analogous to the strategic defence options of a country often condensed to a few cases that can be activated with a mini-mum of explanations.For our meteorological problem,the only information to decide which windfield class is active in a given moment comes from routine meteorological measurements(wind and temper-ature).An on-line connection to some stations considerably reduces the time needed to know the wind field.In the framework of the trinational project REKLIP of the Universities of Basel(CH),Freiburg(D), Karlsruhe(D)and Strasbourg(F),this hypothesis proved to be successful as shown in[2].A set-up of 50stations in the vicinity of Basel,Switzerland,was operated during more than1year.The data-set was classified in12windfield classes.Kaufmann[3]showed that all windfield classes occur several times within a4-month period from July to October.This study is the basis for the set-up in the project ‘Windbank’.In this project,three areas of similar width,all located in the Swiss Plateau between the Alps and the Jura,are investigated.This article describes the study in the area of the upper Aare valley shown in Fig.1.The Aare riverflows from south-east towards the middle of Fig.1.,then turns west and after16km to north.Fig.1.Wind stations in thefield campaign of the project‘Windbank’.Rivers and lakes are marked with dots.Horizontal and vertical axis denote the Swiss Kilometre net.The orography is shadowed and contours are plotted every100m,starting at400m a.s.l.The grid of the weather prediction model SM is indicated with white lines.W.K.Graber,F.Gassmann/Mathematics and Computers in Simulation52(2000)413–426415 In Section2,our intensive measurement campaign during4months in1997with24temporary stations in addition to20routine stations is described.Additionally,the classification of this data-set and the inclusion of data from a high-resolution weather prediction model is shown.The next,Section3,presents the modelling of windfields and dispersion of a hypothetical release for each of the12windfield classes. In Section4,the separation quality of these windfield classes is evaluated by analysing the overlap of the frequency distributions of wind directions found for all classes and by evaluating the distances of the hourly wind values from the windfield class averages.This section is followed by the description of an on-line system for the diagnosis of the recent windfield class(Section5)based on routine stations only; the probability of hitting the correct windfield class is evaluated with96%by testing the method with the data-set from thefield campaign.Section6describes a method to forecast the windfield class:the hitting probability tested with the data-set from thefield campaign reaches79%.Section7deals with the overall performance of the classification scheme.2.Experimental set-up and classificationIn complex terrain,two principles of topographically induced wind phenomena occur:the channelling effect of valleys and the thermally induced slope and valley winds[4].The evaluation of locations for24 additional meteorological ground stations took care of these two phenomena.Moreover,the requirement for representative measurements was met by considering locations without obstacles leading to local perturbations of the windfield such as trees and buildings.The locations,therefore,were chosen on slightly elevated orographical elements,either in enlarged valley segments or on mountain ridges bordering the valleys.Twenty-two ground stations were placed in an area of about30km×30km in the area of the upper Aare valley,according to Fig.1.Each station is estimated to be representative for a circle with radius of1–2km.The stations were developed by PSI(Paul Scherrer Institute,Villigen,Switzerland).They automatically measure wind,temperature and relative humidity.The sensors were placed on towers of 10m height,the data were logged as2.5min averages over1week.In addition to the ground stations,two sound detection and rangings(SODARs)were placed in the region to obtain information of the vertical structure of the windfield up to300m above ground.These wind profile measurements reveal relevant information about higher level winds in addition to the ground stations placed on high mountain ridges in the region.The2.5min measurements of the ground stations were averaged to1h means over all2952h of the intensivefield campaign lasting from1July to31October1997.The wind profiles from the two SODARs were averaged to yield wind vectors for three layers in100,200and300m above ground.Thus,both SODARs contribute together six data points to the data-set.Additionally,the wind,temperature and relative humidity information from20routine stations supplement the meteorological information in the investigated area.To bridge the gap from the regional meteorological situation to the continental scale, the output of a high resolution numerical weather prediction model was included in the data-set.This was done with the Swiss Model(SM,described by Schubiger and de Morsier[5]),a non-hydrostatic mesoscale model routinely operated by the Swiss Meteorological Institute(SMA).The model is nested in the European Model[6]from the Deutsche Wetterdienst(DWD)with a spatial resolution of55km including all recent weather data of the northern hemisphere.The SM operates on an area from37to55◦northern latitude and from5◦western to20◦eastern longitude.The data included in the present study comprise25points of the SM within the area under consideration.The grid of the SM is indicated in416W.K.Graber,F.Gassmann/Mathematics and Computers in Simulation52(2000)413–426Fig.1.The height of the grid points chosen from the SM are all approximately300m above ground. The spatial resolution of the SM is14.5km,the temporal resolution is1h.The model is run twice a day with a forecast time of36h,starting at00:00and12:00hours UTC.The output from7to30h of model time is integrated into the data-set,thefirst6h are considered as pre-run time and are not included. These data reflect the large scale meteorological situation influencing the windfields in the area of the upper Aare valley.Detailed verifications of the SM data in the past with measurements from routine stations often confirmed the good performance of the model.Including the meteorological information from the SM,the overall data-set comprises72points with wind,temperature and relative humidity data. Consequently,this data-set reflects the general weather situation in combination with a very high density of spatial information about the terrain induced localflow pattern based on experimental data.After carefully reviewing the whole data-set,short gaps were removed by interpolating.In the next step,all wind speeds below0.5m/s were set to0.Winds below this threshold turned out to contribute noise to the cluster analysis and reduced the sharpness of the resulting classes.The classification of the windfields is based on the cluster analysis described by Weber and Kaufmann[2].In afirst step,the hourly mean values are normalised according to the following factor s t for each hour t of the data-set containing2952h:s t=1NNj=1(u2tj+v2tj)1/2(1)where u tj and v tj are west and south components of the wind vector of station j at time t.The sum runs over the N=72data points of the data-set,including the SM grid data.Thus,the normalisation is given byu tj=u tjs t and vtj=v tjs t(2)where u tj and v tj are west and south components of the normalised wind vector of station j at time t.After normalisation,the average over all stations for each hour of the data-set is equal to1,but the differences between the stations are still present.After this procedure,windfields with the sameflow pattern but different wind speeds are very similar.This procedure prevents the formation of high speed windfield classes with no differences inflow patterns but only in wind speed.In the next step,the cluster analysis is performed with the complete linkage procedure.The classification is based on a measure for the difference between two windfields of any2h.The following distance of windfields of t toτh is defined:d tτ=1NNj=1[(u tj−u τj)2+(v tj−v τj)2]1/2(3)where the station index j runs over all stations with valid data at time t.If any two hourly windfields show differences in wind speed only but not in wind directions,then the distance sums up to0.If any two hourly windfields show opposite wind directions,the maximum distance(value2.0)occurs.Because of previous normalisation,the distance has no unit.The calculation of all distances of the data-set leads to a symmetric matrix of2952×2952elements.W.K.Graber,F .Gassmann /Mathematics and Computers in Simulation 52(2000)413–426417Fig.2.Left side:mean wind vectors of wind field class 6over the region of Fig.1.The average wind speed over all stations is normalised to 1with a maximum of 2.4.Winds of stations within valleys are in black,those on elevated sites in light grey and the winds from the SM are reproduced in dark grey.Right side:the frequency distribution of the wind directions of wind field class 6for all stations in 10◦intervals.Rivers and lakes are underlayed in both figures.The cluster analysis is realised for 12classes with a fortran program including the procedure for the complete linkage clustering from IMSL (Mathematical and Statistical Library of fortran Routines,Houston,TX).With this procedure,the formation of very small classes is avoided.For increasing sharpness of the classes,the hourly wind values are redistributed according to Kaufmann and Weber [7].The redistribution is based on the following distance of wind field at hour t to the average of any of the 12classesd tc =1N Nj =1[(u tj −u cj )2+(vtj −v cj )2]1/2(4)where u cj and v cj are the west and south components averaged over all hourly wind fields of class c .After calculating the 12distances for one hourly wind field to all 12class averages,this hourly wind field is associated with the class for which the minimal distance occurs.This procedure is repeated for all hourly wind fields,leading to 12classes with partly different members.After calculating the corresponding new class averages,the redistribution is repeated until the classification is stable.All 12classes of the final classification are described in detail in Graber and Tinguely [8].In this article,only class 6is displayed in Fig.2.Two-hundred hourly wind fields out of the complete set of 2952from the field campaign are attributed to class 6.The left side of Fig.2displays the mean normalised winds.Only data points within the geographical section of the picture are shown.The right side shows the frequency distributions of the wind directions over the 200hourly wind fields of class 6for these stations.The ‘sharpness’of these distributions is a measure of the quality of the class.It becomes obvious from Fig.2that sharpness varies considerably from location to location and is generally better for locations with higher wind speeds.Class 6is of special interest,because the wind-vector in the Aare valley is close to the middle of Fig.2,the left side points towards west–north-west,while vectors in the northern region towards east.It turns out,that wind field and dispersion modelling explained in the next paragraph show a strong horizontal deflection of the dispersion plume starting at the location of the hypothetical release point in a clockwise rotation.418W.K.Graber,F.Gassmann/Mathematics and Computers in Simulation52(2000)413–4263.Modelling windfields and dispersion scenarios for the wind classesThe Lawrence Livermore National Laboratories,CA,kindly made available a program package com-prising the model MEDIC for interpolation,the model MATHEW for divergence corrections and the model ADPIC for dispersion calculations[9].In afirst step after classification,for every class,the mean winds of all72data points are interpolated with MEDIC to a regular grid.In the present case,the horizontal resolution is500m and the grid consists of100×100points.The area ranges from565to615km east and175to225km north specified in the Swiss Kilometre grid.Forty-eight vertical levels are introduced,each with50m height.The interpolation for one grid point includes all data points in a weighted average.The weights are given by one over the square of the distance between grid and data point.The model also takes care of vertical wind profiles measured with the two SODARs.The model MATHEW evaluates divergence in the interpolated windfield and introduces corrections to eliminate divergence or convergence.The corrections are made in slight adaptations of the horizontal windfield on every layer and by introducing vertical wind speeds.This step is essential for a following dispersion calculation because a divergence leads to evacuation and a convergence to accumulation of particles.The result of the windfield calculation is shown in Fig.3,for the windfield class6on the9th level,corresponding to a height of700m a.s.l.The rotating windfield in the middle of Fig.3is obvious. The windfields for all12classes were calculated and can be taken from the correspondingfile in case of the on-line diagnosis of the wind situation.Since the model runs are computer time consuming,this is a substantial improvement with respect to the acquisition speed in the framework of a decision support system.Based on the windfield modelling described above,a dispersion with the model ADPIC is calculated. This model calculates single trajectories for a large number of particles emitted at the release point.Each particle is transported according to the mean windfield and deflected by a small stochastic vector in all three dimensions.This stochastic deviation from the mean wind depends on the atmospheric stability, specified with a stability class according to Pasquill–Gifford:1is unstable,4neutral and6very stable. For visualisation of theflow pattern,a stability class4is assumed.The dispersion model is very sensitiveFig.3.Windfield in700m a.s.l for class6plotted over the topography corresponding to Fig.1.The mean wind speed is1, according to normalisation.W.K.Graber,F.Gassmann/Mathematics and Computers in Simulation52(2000)413–426419 to the stability,since the dispersion is much wider in case of instability compared to the neutral case.For the on-line implementation of dispersion calculations,the model run must be performed according to the current stability situation.For the neutral case,a hypothetical emission source in70m above ground is simulated.The source starts10,000particles within24h.After every hour,the dispersed particles are counted in each grid cell. This number is attributed to the cell as the concentration after the corresponding time.The concentrations after24h were calculated in a height of20m above ground.The plume pattern reflects the clockwise rotating windflow described above.Because of normalisation of the wind prior to the cluster analysis, the dispersion is relatively slow with an average of1m/s.In real cases and for an on-line diagnosis,the wind speed must be scaled up to the current average.4.Separation quality of the windfield classesClasses with large wind direction disjunctions can be distinguished best.Fig.4gives an example: the frequency distribution of wind directions is shown for four selected classes at a grid point of SM. The illustration is similar to the corresponding point in Fig.3,right side,but the3610◦-intervals are plotted along a linear abscissa.The frequency distribution of wind directions is plotted(areas below the distributions are normalised to100).Obviously,the four distributions show only slight overlapping.The measure for the disjunction between classes7and8is defined according to the shadowed area,reaching 67in this example.Consequently,67%of all hourly wind values included in class8can be distinguished from class7,while33%are overlapping.The disjunctions between all pairs of classes averaged over all stations lead to a symmetric12×12matrix given in Table1.As an example,the disjunction between classes7and8averaged over all stations is found to be27%.The best disjunction with99%arises between classes4and8and the worst case with24%is found for classes1and4.A criterion for the relative separation between a pair of classes is given by the distances between the mean wind values of the classes.Corresponding to the distances of hourly windfields for the cluster analysis,the distance between the mean values of class c and the mean values of class k are defined asFig.4.Typical distribution of wind directions of the four indicated windfield classes for a grid-point of the SM.The horizontal axis shows the wind direction.The vertical axis is in relative units,the integral below the curves is normalised to100for each of the four classes.The shadow marks the area of disjunction between classes6and7.420W.K.Graber,F.Gassmann/Mathematics and Computers in Simulation52(2000)413–426Table1Wind direction disjunction between one pair of classes a123456789101112 13530244262879576787463 23532485458687146637040 33032283645728563756350 42448283261899982777069 54254363249717976494354 66258456149416454593249 78768728971412741453939 89571859979642728405545 97646638276544128446447 107863757749594540443547 117470637043323955643549 126340506954493945474749a Number of the classes according to column and row headers.Units in percent according to Fig.4.d ck=1NNj=1[(u cj−u kj)2+(v cj−v kj)2]1/2(5)where c and k run over all12classes.The result for all classes is a symmetric12×12matrix shown in Table2.The distances are given in percentages relative to the maximum distance of2.Again the classes 4and8show the best separation with94%,while classes1and4have a relative distance of43%only. Comparing Tables1and2,shows a good consistency of these two quality measures.A further criterion for the separation quality between the classes is given in Fig.5.This criterion is evaluated by the following procedure exemplified for class6:for each hourly windfield out of the data-set of2952,12distances to the average wind values of the12classes are calculated.Each of these hourly windfields is attributed to only one of the12classes and has its minimal distance to the average of Table2Distances between one pair of classes a123456789101112 15047436870838870818669 25046707361717847738151 34746506058778658828158 44370505578929483828678 56873605567798080535765 67061587867587357685052 78371779279584860606148 88878869480734853607356 97047588380576053637951 108173828253686060634859 118681818657506173794864 126951587865524856515964a Number of the classes according to column and row headers.Units in percent of the maximum distance of two.W.K.Graber,F.Gassmann/Mathematics and Computers in Simulation52(2000)413–426421Fig.5.Distribution of the200distances(abscissa)of hourly windfields in class6to the mean values of class6(left curve with white area).The other curves show the distributions of the200distances of hourly windfields in class6to the mean values of classes11,7,3,etc.,cumulatively(ascending class numbers in column(a)with corresponding shadow).Column(b)displays the total number of hourly windfields belonging to the class of column(a).Class6has200hourly windfields.The vertical bar below thefirst distribution indicates the distance below which all hourly windfields are belonging uniquely to class6.The distribution of class6is divided into two groups:the left with57%of the hourly windfields of class6with distances lower than this limit of‘purity’and43%with overlapping.Column(c)shows‘purity’for the other11classes.that specific class.In Fig.5,the frequency distribution of the distances to the average of class6for all 200hourly windfields attributed to class6are plotted along the abscissa representing the distance.In a cumulative way,the frequency distributions of the distances to the classes1–5and7–12for the same 200hourly windfields are plotted.The plot shows these11distributions cumulative,starting with class 11and following the class numbers ascending in column(a),sorted according to decreasing proximity to the distribution of class6.Column(b)in Fig.5lists the number of hourly windfields attributed to the corresponding class.The distribution of distances to class6shows the shortest distances,however, part of that distribution overlaps with distributions of distances of the same hourly windfields to other classes.The vertical bar indicates the shortest distance where overlapping occurs.The area below the distribution of distances to class6left from this vertical bar represents a measure of‘purity’of that class. As indicated in Fig.5,it sums up to57%,while43%are overlapping with distances from other classes. Column(c)in Fig.5lists this measure of‘purity’for the other11classes.This‘purity’shows the highest value of68%for class8and the lowest value of8%for class9.5.Diagnosis of windfield classes with routine stationsTwenty of the data points used in the classification are provided by routine stations from the SMA. These data are continuously available on-line and are updated every10min.The data from the SM are also available permanently in intervals of1hour and with a30h forecast period.Twenty-two data points and profile data from the two SODARs come from temporary stations and are no routine data,they are available only for the4months of thefield campaign.For an accurate diagnosis of the recent windfield class,wind data of the temporary stations are reconstructed with multivariate regression.For each wind component u and v of the temporary stations, the routine and SM data during thefield campaign are used as independent variables.To include the influence of the overall meteorological situation,pressure,temperature,relative humidity and global422W.K.Graber,F.Gassmann/Mathematics and Computers in Simulation52(2000)413–426Fig.6.Correlation of wind speed and direction between measured data and data reconstructed from routinely available data points by multivariate regression,for a selected station.radiation at all these routine data points are used in addition as independent variables.As an example, the result is shown for one data point in Fig.6,where the wind components are displayed as wind speed and wind direction.The reconstruction shows very high correlation coefficients for both variables.For the diagnosis,the recent wind measurements,the SM data and the reconstructed wind data for the temporary data points are compared with all12average wind values of the12classes.Again,the distance between the recent wind data and these averages are used for this evaluation.The corresponding definition of the distance for this diagnosis is identical to that in Eq.(4).The sum runs over all N=72data points, including the reconstructed data for temporary points.For the recent hourly wind data,12distances result and the diagnosis for the recent windfield class is given by that class which has the smallest distance to the recent hourly data.The probability of hitting the correct windfield class with that procedure can again be tested with the data of thefield campaign.In Table3,the diagnoses for all2952hourly windfields are represented.Each row shows the percentage of the hourly windfields for which the‘real’class of the corresponding column is diagnosed.For example,class4is diagnosed as class4in94%of all hourly windfields attributed to Table3Probability of hitting the correct windfield class with data from routinely available data points only a123456789101112 19710110000000 21970000000002 33092410000000 42019430000000 50013960000000 60000099000010 70000029601010 80000000991000 90000001296100 100000002209600 110000331000930 121620*********a The header row gives the numbers of the correct classes,the header column gives the diagnosed classes.The matrix elements indicate the percentages of hourly windfields identified as the class given in the left column.class4:this is the hitting probability.On the other hand,2%are diagnosed as class1,1%is diagnosed as class3and3%are diagnosed as class5.The mean hitting probability over all12classes is96%.This percentage reflects the high quality of the reconstruction procedure and the reliability of the classification scheme.6.Method to forecast windfield classesThe SM runs routinely every day and is used to reconstruct wind at the temporary station points. Therefore,the prognostic capability of the model could be used in the framework of the on-line wind field class determination.In the following paragraph,the expected probability of hitting the correct wind field class over a forecast time of24h is evaluated.The limits of the SM are due to the15km resolution of the topography;the topographically induced complexity of the windflow is not taken into account. On the other hand,it is based on physical principles,that the meteorological parameters on a larger scale as well as the topography are predictors for the wind data in the area under consideration.The wind field classes based on thefield campaign cover the topographical influence.Thus,the combination of this knowledge with the meteorological influence on a larger scale is a promising procedure to get high quality forecasts even in very complex topography.In analogy to the multivariate regression for the temporary station data shown in the previous paragraph,a forecasted windfield class can be found by reconstructing all data points from the SM data.An alternative is given by simply interpolating each data point from the SM data.Both procedures are compared in the example for1out of47data points,shown in Fig.7. The upper part shows the multivariate regression over all2952hourly windfields of thefield campaign, the correlation coefficients are around0.8for both wind components.The lower part shows the result of the interpolation.Obviously,the latter is by far less suited to forecast windfield classes.Therefore,Fig.7.Correlation of u and v wind components between measured data and data reconstructed from the weather prediction model SM,for a selected station.Upper frame:reconstruction by multivariate regression;lower frame:reconstruction by interpolation from grid points to the station point(see text for more detailed information).。
