A comparison of sources of odd nitrogen production from 1974 through 1993 in the Earth's middle atmosphere as calculated using a two-dimensional model

1996 ◽  
Vol 101 (D3) ◽  
pp. 6729-6739 ◽  
Author(s):  
Francis M. Vitt ◽  
Charles H. Jackman
Keyword(s):  
Middle Atmosphere ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Two Dimensional Model ◽  
Odd Nitrogen

A two-dimensional model with coupled dynamics, radiation, and photochemistry: 1. Simulation of the middle atmosphere

1993 ◽  
Vol 98 (D11) ◽  
pp. 20429 ◽  
Author(s):  
Malcolm K. W. Ko ◽  
Hans R. Schneider ◽  
Run-Lie Shia ◽  
Debra K. Weisenstein ◽  
Nien-Dak Sze
Keyword(s):  
Middle Atmosphere ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Coupled Dynamics ◽  
Two Dimensional Model

Middle atmosphere age of air in a globally balanced two-dimensional model

2000 ◽  
Vol 105 (D12) ◽  
pp. 15201-15212 ◽  
Author(s):  
Xun Zhu ◽  
Jeng-Hwa Yee ◽  
Darrell F. Strobel
Keyword(s):  
Middle Atmosphere ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Two Dimensional Model

scholarly journals An interactive chemical dynamical radiative two-dimensional model of the middle atmosphere

1990 ◽  
Vol 95 (D5) ◽  
pp. 5639 ◽  
Author(s):  
G. Brasseur ◽  
M. H. Hitchman ◽  
S. Walters ◽  
M. Dymek ◽  
E. Falise ◽  
...  
Keyword(s):  
Middle Atmosphere ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Two Dimensional Model

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

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