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Dmitri Nikolaevich Severov Valentina Pshennikov Alexsandr Vasilievich Remeslo 《Advances in Space Research (includes Cospar's Information Bulletin, Space Research Today)》2012
Fronts and thermohaline structure of the Brazil–Malvinas Confluence System (BMCS) are studied from climatic data, “Marathon Exp. Leg.8, 1984” data, and Sea surface temperature (SST) data base “ds277-Reynolds” (1981–2000). The South Atlantic Central Water (SACW) is divided in two main types: tropical (TW) and subtropical water (ST). Water masses, Fronts, Inter-Frontal and Frontal Zones are analysed and classified: (a) the water masses: Tropical Low-Salinity Water, Tropical Surface Water, Tropical Tropospheric Water, Subtropical Low-Salinity Water, Subtropical Surface Water, Subtropical Tropospheric Water. T,S characteristics of intermediate, deep and bottom water defined by different authors are confirmed and completed; (b) the Inter-Frontal Zones: Tropical/Brazil Current Zone, Subtropical Zone and Subantarctic Zone; (c) the Frontal Zones: Subtropical, Subantarctic and Polar, and (d) the Fronts: Subtropical Front of the Brazil Current, Principal Subtropical Front, North Subtropical Front, Subtropical Surface Front, South Subtropical Front, Subantarctic Surface Front, Subantarctic Front and Polar Front. Several stable T–S relationships are found below the friction layer and at the Fronts. The maximum gradient of the oceanographic characteristics occurs at the Brazil Current Front, which can be any of the subtropical Fronts, depending on season. Minimum mean depth of the pycnocline coincides with the Fronts of the BMCS, indicating the paths of low-salinity shelf waters into the open ocean. In the work it is shown how to recover the horizontal and vertical thermohaline structure of waters from satellite data RSMAS SST. 相似文献
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刘巧丽 《西安航空技术高等专科学校学报》2011,29(4):48-49
乔治.奥威尔在《1984》中为我们描述极权主义统治下人们追求真理、思索未来的艰难与困惑。通过对"战争即和平、无知即力量、自由即奴役"的辩证解读,揭示极权主义对人性的摧残和对自身罪恶的粉饰。 相似文献
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祝梦希 《长沙航空职业技术学院学报》2012,12(1):24-27
在新课程背景之下,古诗词阅读鉴赏教学也有了新的要求,其主要目标是要对学生的鉴赏能力以及审美能力进行培养,从而使学生能够在学习中逐渐形成独立阅读古诗词的能力,并从中培养语文素养。以《梦游天姥吟留别》为例,主要从诵读、回味、评析以及感悟这四方面来分析诗歌的阅读和鉴赏,具有一定的现实意义。 相似文献
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