Methods
At the core of a radiative transfer model lies the radiative transfer equation that is numerically solved using a solver such as a discrete ordinate method or a Monte Carlo method. The radiative transfer equation is a monochromatic equation to calculate radiance in a single layer of the Earth's atmosphere. To calculate the radiance for a spectral region with a finite width (e.g., to estimate the Earth's energy budget or simulate an instrument response), one has to integrate this over a band of frequencies (or wavelengths). The most exact way to do this is to loop through the frequencies of interest, and for each frequency, calculate the radiance at this frequency. For this, one needs to calculate the contribution of each spectral line for all molecules in the atmospheric layer; this is called a line-by-line calculation. For an instrument response, this is then convolved with the spectral response of the instrument. A faster but more approximate method is a band transmission. Here, the transmission in a region in a band is characterised by a set of pre-calculated coefficients (depending on temperature and other parameters). In addition, models may consider scattering from molecules or particles, as well as polarisation; however, not all models do so.
Read more about this topic: Atmospheric Radiative Transfer Codes
Famous quotes containing the word methods:
“How can you tell if you discipline effectively? Ask yourself if your disciplinary methods generally produce lasting results in a manner you find acceptable. Whether your philosophy is democratic or autocratic, whatever techniques you use—reasoning, a “star” chart, time-outs, or spanking—if it doesn’t work, it’s not effective.”
—Stanley Turecki (20th century)
“Parents ought, through their own behavior and the values by which they live, to provide direction for their children. But they need to rid themselves of the idea that there are surefire methods which, when well applied, will produce certain predictable results. Whatever we do with and for our children ought to flow from our understanding of and our feelings for the particular situation and the relation we wish to exist between us and our child.”
—Bruno Bettelheim (20th century)
“With a generous endowment of motherhood provided by legislation, with all laws against voluntary motherhood and education in its methods repealed, with the feminist ideal of education accepted in home and school, and with all special barriers removed in every field of human activity, there is no reason why woman should not become almost a human thing. It will be time enough then to consider whether she has a soul.”
—Crystal Eastman (1881–1928)