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02 Broaden children’s minds, develop a sense of European and global citizenship and foster understanding for diverse culture.
03 Build long-term partnerships between people from different cultural backgrounds and countries inside and outside Europe.
04 Help build the scientific and technological capacity of developing countries.
What will you find in Space Awareness?
Our wonderful Universe considers the vastness and beauty of the Universe. The category relates to the knowledge and challenges of human space exploration.
Our fragile planet deals with the major environmental challenges facing the world, the role that the study of other planets can play in understanding these global issues and the importance of Earth satellites in monitoring climate changes.
Navigation through the ages traces the history of navigation, the fifteenth-century European explorers and their missions of global discovery, to the importance of Europe’s Galileo programme for the current needs of citizens.
Islamic heritage: the journey of the ideas highlights the important contributions from Islamic scientists during the Middle Ages to our modern concepts of space and the Universe. It tells the story of a shared history based on tolerance and respect for other cultures. | http://www.astro4dev.org/space-awareness/ |
The reformers helped us to see the vastness of God.
October 31, 2017 marks the 500th anniversary of the Protestant Reformation, an important date in the history of the United Church and for Reformed Churches around the world. To commemorate the occasion, we are publishing a series of blog posts by Trisha Elliott on "What Makes Us Protestant." Take a look at all the blog posts in this series.
The Protestant Reformation is arguably the most significant event in Western history. Still, a lot of water has passed under the bridge in the roughly 500 years since. So why should we care? Here are four Reformation teachings that still matter:
God is bigger than we are. The reformers emphasized God’s grace, teaching that grace isn’t something we can control or mete out for the right amount of cash or with the requisite religious or political standing. At great personal risk, the reformers helped us to see the vastness of God, a God beyond the power of human institutions and political constructions. Theirs is an important witness today to continue to name those situations in which we see God being co-opted by the powers that be. How do you see God being co-opted or limited today?
An informed faith is necessary. Emphasizing the importance of the Bible, reformers set out to translate scripture so people could read it for themselves, decide whether the church’s actions were compatible with biblical teachings, and inform their own faith. Ultimately the reformers gave us the Bible in multiple languages. As a result, literacy skyrocketed. The idea that we are each responsible for doing theology, for applying our reason and intellect to our faith, is a gift of the Reformation. Theology should never be an elitist exercise but the work of all believers. How do you apply your intellect to your faith life?
We stand on the shoulders of others. While we tend to attribute the Reformation to Martin Luther, there were several attempts before his to reform the church. For example, French preacher Peter Waldo (1140‒1218) emphasized poverty and simplicity and was excommunicated from the church for questioning points of the church’s theology. Oxford theologian John Wycliffe (1320‒1384) named clerical abuses of power and helped translate the New Testament from Latin Vulgate to English. The moral: None of us ever really succeeds on our own. We stand on the shoulders of those who have gone before. Who are the unsung heroes of your successes?
Change takes courage. The reformers opposed the political, economic, and religious powers of their day, powers that operated on and enforced the idea that God gave them absolute authority. When Martin Luther criticized the church, for example, he was well aware that fellow critics had been burned at the stake in Czechoslovakia and Florence for doing the same. The reformers inspire us to live with conviction, to be prepared to sacrifice for what’s right, and to take courage from our faith. How does your faith encourage you?
—Rev. Trisha Elliott, Southminster Pastoral Charge, Ottawa
For worship materials for Reformation Sunday—including a bulletin insert for the 500th anniversary of the Protestant Reformation on October 31, 2017—see the Worship section. | https://united-church.ca/blogs/round-table/what-makes-us-protestant-teachings-matter |
NorMER PhD Johanna Yletyinen Defense
"Multiple Drivers Effects on Marine Systems: Novel Approaches for Studying Structural Changes"
PhD Student Johanna K Yletyinen defends her thesis "Multiple Drivers Effects on Marine Systems: Novel Approaches for Studying Structural Changes" on Friday 3rd June, at 10 am in the Nordenskiöldsalen, Geovetenskaps hus (Gelological Department), SU.
Supervisors
- Thorsten Blenckner (SRC)
- Örjan Bodin (SRC)
- Erik Bonsdorff (Åbo Akademi University)
Opponent
- Daniel Stouffer (School of Biological Sciences, University of Canterbury)
Evaluation Committee
- Anna Eklöf (Department of Physics, Chemistry and Biology, Linköping University)
- Clare Bradshaw (Department for Ecology, Environment and Plant Sciences, SU)
- Andrea Belgrano (Department of Aquatic Resources, SLU)
- Chair: Jon Norberg
Further info: Spikning / nailing of the thesis: Friday, 13th of May at 14:00 in the SRC lobby
Abstract
Human action is transforming the species composition, biogeochemistry and habitats of the world’s oceans at unprecedented rates. The cumulative effect of natural and anthropogenic drivers is challenging to measure, in part due to indirect effects and the complexity of marine systems. Building on the theory of complex adaptive systems, this thesis aims to increase our understanding of how complex, heterogeneous marine social-ecological systems (SES) may respond to changing conditions. This thesis integrates resilience research with network science and describes change and structural patterns at several SES scales in order to advance our knowledge on the effects of multiple drivers.
Paper I proposes a new, quantitative fish stock collapse definition, that accounts for fish stock dynamics and enables standardization and thus comparability across a large number of commercial fish stocks. Recognizing that substantial ecosystem changes are part of SES dynamics, in Paper II we review marine regime shifts worldwide to specify how co-occurring bundles of drivers are related to degraded ecosystem services for management purposes. A more detailed ecological study on regime shifts was performed in Papers III and IV. Paper III describes the late-1980s central Baltic Sea regime shift based on a food-web model. Paper IV uses a novel structural network analysis approach to detect functional shifts in complex food webs. The results of Paper IV imply that the Baltic Sea regime shift may not be a system-wide shift. Paper V uses a network approach to analyze fishing strategy diversification and social-ecological connectivity among Swedish Baltic Sea fishers, indicating that natural resource management evaluations should not be limited only to ecosystem conditions but also take account of social conditions.
Overall, this thesis provides empirical evidence for the emerging perspective that marine resource science and management must account for the complexity of system elements in order to ensure the provision of ecosystem services in the future. The first application of Exponential Random Graph Modeling in ecology and an improved fish stock collapse definition provide new advanced tools for studying oceans from a SES perspective in the future. | http://www.normer.uio.no/events/johanna-defense.html |
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Bouchet PJ, Meeuwig JJ, Huang Z, Letessier TBL, Nichol SL, Caley MJ, Watson RA. 2017. Continental-scale hotspots of pelagic fish abundance inferred from commercial catch records. Global Ecology and Biogeography, 26: 1098–1111.
HIGHLIGHTS
- We used historical commercial fisheries catch records to map the likely location of pelagic fish hotspots in the Commonwealth waters surrounding the state of Western Australia.
- High fish numbers were inferred around a number of large submarine canyon systems including the Argo-Rowley, Ningaloo, Perth, and Bremer canyons.
- Geomorphometrics (measures of seabed complexity) were relatively good predictors of fish abundance, with canyon distribution the most important one in the North bioregion.
- Fish hotspots showed very little overlap with the national network of marine reserves, highlighting a significant gap in current protection.
- Static topography may be a useful blueprint for broad-scale conservation planning in pelagic environments.
ABSTRACT
Aim: Protected areas have become pivotal to the modern conservation planning toolbox, but a limited understanding of marine macroecology is hampering their efficient design and implementation in pelagic environments. We explored the respective contributions of environmental factors and human impacts in capturing the distribution of an assemblage of commercially valuable, largebodied, open-water predators (tunas, marlins and mackerels).
Location: Western Australia.
Time period: 1997–2006.
Major taxa studied: Pelagic fishes.
Methods: We compiled 10 years of commercial fishing records from the Sea Around Us Project and derived relative abundance indices from standardized catch rates while accounting for confounding effects of effort, year and gear type. We used these indices to map pelagic hotspots over a 0.58-resolution grid and built random forests to estimate the importance of 33 geophysical, oceanographic and anthropogenic predictors in explaining their locations. We additionally examined the spatial congruence between these hotspots and an extensive network of marine reserves and determined whether patterns of co-occurrence deviated from random expectations using null model simulations.
Results: First, we identified several pelagic hotspots off the coast of Western Australia. Second,
geomorphometrics explained up to 50% of the variance in relative abundance of pelagic fishes, and submarine canyon presence ranked as the most influential variable in the North bioregion. Seafloor complexity, geodiversity, salinity, temperature variability, primary production, ocean energy, current regimes and human impacts were also identified as important predictors. Third, spatial overlap between hotspots and marine reserves was limited, with most high-abundance areas primarily found in zones where anthropogenic activities are subject to few regulations.
Main conclusions: This study reveals geomorphometrics as valuable indicators of the distribution of mobile fish species and highlights the relevance of harnessing static topography as a key element in any blueprint for ocean zoning and spatial management.
01
O FISH WHERE ART THOU …
Pelagic fish hotspots derived from the Sea Around Us data. Hotspot probability was calculated as the frequency with which each grid cell was selected as a hotspot across 100 Bootstrap iterations, with darker tones denoting higher values. Figure: Bouchet et al 2017.
FUNDING & ACKNOWLEDGEMENTS
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Marine fisheries are in crisis, requiring twice the fishing effort of the 1950s to catch ... | http://www.meeuwig.org/2017/08/pelagic-fish-hotspots |
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World needs the church as a movement
I’ve been thinking about George Orwell’s book 1984 these days. It isn’t a book I’ve picked up since high school, but some of the themes sound more and more familiar.
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By Mike Denton - Conference Minister
It’s a description of a dystopian world where the boundaries of class are solidified by societal structure, propaganda, and oppression; all defined as boundaries that helped give protection and care for the citizens. There is always an existential threat at the door that helps rationalize it all.
Those controlling the limits have their actions justified by a control system that—they say—holds back chaos and death. Within this context comes one of the enduring quotes from the book.
The slogans of the ruling party are, “War is peace. Freedom is slavery. Ignorance is strength.”
We’re in a precarious moment. These fictional ideas have become a larger and larger part of our present reality. We’re in a time of perpetual war that seems to be required to keep the peace.
We’re told that freedom comes to those who give up privacy, resources, time, and ideals.
We’re told that truth is limited to our immediate context and experience, or the opposite; that our immediate context and experience means nothing.
The Church gets wrapped up in this, too. We confuse living out our faith with nationalism. We confuse loyalty to our institutions with allegiance to God.
Out of comfort and convenience, we sometimes separate our religious way of knowing from all other ways of knowing.
Peace is peace. Freedom is freedom. Knowledge is knowledge. All these things aren’t worked out in isolation but in relationship. We still have to call for and work for peace in a long season of unjustified war.
As valuable as loyalty is, freedom is more significant and critical, and its limits and vastness have to be negotiated mutually and fairly. We might not always like what we hear and become uncomfortable when a different understanding comes from outside of our social, political, religious, or vocational sphere. However, we dismiss the meaning behind the articulation of that understanding at our peril.
Our faith is comforting but not always comfortable. Our faith becomes weaker in isolation but stronger through interaction.
I continue to believe the world needs the Church. Not as a force insisting on its way but as a movement that dares to love God, the world and all God’s people.
It is in that daring that we can strengthen peace and freedom as well as be open to the truth behind new knowledge.
Peace is peace. Freedom is freedom. Knowledge is knowledge. | http://www.thefigtree.org/pncnews/april22pnc/04012022mikedenton.html |
Abstract: A healthy ecosystem is sustainable, meaning that it has the ability to maintain its structure and functions over time. Past definitions concerning the health of an ecosystem included, among others, both the diversity and complexity of the system, meaning that a healthy ecosystem is a diverse one. In the last decade, researchers have started to focus more on the importance of biodiversity for the distribution and maintenance of diseases in ecosystems, and therefore the ecosystems’ role for human health. Based on a vector-borne model of Lyme disease, it was claimed that with a higher biodiversity of non-reservoir hosts for a pathogen, transmission events and infection risk would become reduced, called the dilution effect. This was further adapted for other vector-borne and nonvector-borne diseases, providing evidence for both the absence and the presence of the dilution effect in the wild. Until now, there is still a large lack of knowledge about the mechanisms driving disease transmission in the wild. The aim of this review is to provide insight into disease systems that were studied in relation to biodiversity and disease transmission risk. Furthermore, we discuss methods and strategies which are necessary to improve our understanding of the impact of biodiversity on disease systems and to help fill the existing gaps in our current knowledge.
Keywords: dilution effect, Lyme disease, rescue effect, West Nile virus, hantavirus
This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.Download Article [PDF] View Full Text [HTML][Machine readable]
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What is awareness and how does it differ from knowledge? Simply stated, knowledge is what we know to be true within our own context and experience. There is a Yiddish proverb which says, “To a worm in horseradish the whole world is horseradish.” What we know, then, is mired in the immediate, the local, or, at best, the regional and national-which fosters ethnocentrism and parochialism.
Global awareness involves a recognition and appreciation of the size, complexity, and diversity of the earth conceived as a single entity. It is literally a worldview-and is at the opposite pole of the view from horseradish. It enables us to perceive the vastness of the world, its dynamic complexity, and the diversity of its peoples and cultures. Awareness, much like mindfulness, is knowing that we don’t know, that there is a realm of knowing that exists outside our direct experience which is often identified with intuition. A Tao proverb states, “To be free of the disease, one must be sick of the disease.” That is, one must be aware of the disease at the deepest level, irrespective of what one knows about it.
Ignorance, or the state of not knowing-and not knowing that we don’t know-can be particularly embarrassing in intercultural encounters. Like it or not, in cross-cultural social interaction, we are judged by our lack of knowledge about people, places, and things of other cultures. “People,” say Cushner and Brislin (1996, 13), ‘judge others to be well intentioned, ill mannered, well educated, hardworking, and so forth, relatively quickly-generally within the first few minutes of an encounter,” And these attributions have consequences. Consider this example.
Several years ago I met a man from Bangladesh. I have traveled widely and consider myself a global citizen. Unfortunately, during an evening meal I kept referring to his country as Pakistan. I had been reading a novel by Saiman Rushdie on the separation of India and Pakistan and had not yet created new geographic categories for that part of the world. Throughout the evening my ignorant, unmindful, and unaware reference became a barrier to our communication. His perception of Americans as ethnocentric and ‘ignorant was reinforced. Fortunately, he was kind, and I was able to learn a great deal from him. However, most of our conversation was a geography lesson.
The lack of a shared common knowlege and my blindness to my ignorance of this man from Bangladesh and his country offended him, reinforced whatever stereotypes he had of Americans, and opened a distressing gap between us. Much of the encounter was spent creating new geographic categories in an attempt to close that gap. If I had attempted to inform myself better beforehand or if I had been more aware of my ignorance, the incident might have been avoided, enabling us to move the conversation to a deeper discussion of world issues and/or enjoy a richer intercultural experience.
Global awareness, then, is knowing one’s ignorance of the world and being ready to pursue the knowledge needed to overcome it.
Another pitfall is our tendency to think in generalizations which, because of their survival value, transform themselves into stereotypes that in turn get us into more trouble cross-culturally. Take a simple, almost mechanical example: chairs, To Americans chairs are for working at a computer, for dining at a table, for studying at a desk, and so on. If they have four legs, they are safe. When we see a chair that does not fit our categories, we become cautious or skeptical. A three-legged chair is risky to sit on. Likewise, when we expect chairs but find none, we are dubious. A dining room without chairs, for example, is cause for question. This is the crucial moment: the unaware person will probably avoid the three-legged chair and condemn the “chairless” dining room. The aware person uses his or her fundamental knowledge to provide a framework for understanding and to fill out that mental framework. When we enter a dining room without chairs, we readjust our cultural attitudes and behaviors regarding appropriate dining customs.
Awareness stimulates the desire to learn, to be open to differences, and to develop a positive communicative attitude or stance. Creating new categories of information expands our understanding and view of the world. Knowledge prepares us for new encounters. But “knowledge does not [in itself] empower people to action. It only makes them aware of the circumstances around them and the expectations that they have of themselves and that others have of them” (Lingenfelter 1996, 238). We know that the world in which we live is multitudinous, and yet the world of which we are aware tends to be quite limited. | https://jnathancorbitt.com/what-is-global-awareness/ |
This article was first published in the Summer 2005 issue of Fiberarts Magazine.
Shelley Socolofsky’s recent tapestries are visually arresting testaments to the power of pictorial tapestry. Their ambitious scale and finely woven detail speak to the dedication of the artist and their complex and evocative imagery reveals the probing of an inquisitive mind.
Soliloquy was commissioned by Western Oregon University for the Wayne and Lynn Hammersly Library, where it hangs in a stairwell. The maquette for the tapestry is a collage, a technique with which Socolofsky has experimented for a number of years. Pablo Picasso and Georges Braque are credited with pioneering the use of collage in fine art. Their formal explorations into alternative ways of representing the world included applying actual objects to their canvases. Collage assumed a more psychologically charged role in the work of the Surrealists, where the non-intuitive juxtaposition of objects created fantastic dreamscapes. During the 1950s artists such as Robert Rauschenberg employed collage as a challenge to Greenbergian aesthetics, which advocated the kind of devotion to materials that precluded representation. Rauschenberg’s Combines did not represent objects; they were the objects. Late 20th and early 21st century artists continue to find collage to be a fertile and relevant technique. An examination of Socolofsky’s tapestries will reveal why this is so.
The maquette for Soliloquy collages photographs, repeat patterning and text into a rich and evocative reference to growth and knowledge. The woman at the bottom of the tapestry wears a dress patterned with leaves. Within a state of deep contemplation her mind opens to an infinite sky and the kinds of possibilities one might dream of on a sunny day. The woman’s hair streams upward merging with tree branches, symbols of growth and aspiration. The baby birds suggest the potential of youth and their gaping mouths evoke the hunger for knowledge that leads to invention. Their raw potential is grounded by the contemplative figure who turns her attention inward. Surrounding the central imagery a pattern of arabesques reinforces the theme of growth. The text of poetry covering the arabesques is legible, but elusive.
The vertical development of the imagery in Soliloquy parallels patterns of growth and echoes the ascending staircase in which the tapestry hangs. The combination of images, words and decorative patterning deepens the layers of meaning and association and invites a more sustained reflection. In Socolofsky’s image an introspective female symbolizes hope and growth. This muse’s soliloquy envisions a future built not only on knowledge but also on dreams. For the development of the individual, and of culture, depends not only on the objectivity of factual information but also on the subjectivity associated with emotions and the spirit, and with poetry.
In developing her collages Socolofsky works intuitively, approaching the process of assembling and manipulating images as a “journey of discovery.”1 Her source materials include drawings, paintings, photographs, found images and text. She does not strive for seamless transitions between the images. Instead, she highlights the process of collage by emphasizing the edges. Each bit of paper evidences the artist’s choices and actions. The reconciliation of these fragmentary bits and pieces occurs through the weaving process. The irony of translating a process built upon discontinuity into whole cloth is itself intriguing.
One of the widely admired attributes of historical tapestry is the incredible narrative detail. Many of those images were also composed from varied source material. Socolofsky continues this tradition in her work, although from the more postmodern perspective of commentary and personal reflection.
In 2001Socolofsky began to explore digital collage, producing works such as Incantations. Working with collage on the computer allows more transparency in the layering of images. According to the artist,” This type of illusional layering symbolizes… peeking underneath the surface of things… chipping away at the superficiality of surface to the heart and soul of the matter.”2 The contrast between the spontaneous and high-tech nature of her designs and the low-tech nature of the tapestry weaving process is not lost on Socolofsky. Her commitment to the medium, like many practitioners, reflects both reverence for the medium and defiance against the pace of contemporary life.
In Incantations the artist has created a dense and multilayered composition. The superimposed hands and faces of two women emerge from and disappear into a composite of imagery whose origins are difficult to ascertain. The larger than life size, composite visage, stares intensely, demanding our attention. The highly active field surrounding the figure, the limited color range and the strong value contrast all add to the power of the image. The complexity and dreamlike quality of the penetrating, even haunting, vision in Incantations pulls us into a magical space that suggests ritual and psychological transformation.
Incantations is not a simple, uncomplicated image. And that is, most likely, the artist’s intention. Socolofsky’s deliberately intricate and elusive imagery rejects the notion of a unified picture plane. It suggests, instead, that our understanding of the world is based on a mélange of experiences that are not always without contradiction. We become skilled at sorting through the noise to create order and meaning, to simplify what could otherwise be overwhelming. Socolofsky’s work implies that the messiness of the sensory input bombarding us every day has its own value. It also suggests that approaching complexity, ambiguity and contradiction from a more subjective viewpoint might offer a richer perspective, a perspective that acknowledges multiple layers of signification and reveals new connections.
The strength of Socolofsky’s tapestries arises from the artist’s combination of collage, which elaborates the meaning of the work, and tapestry, which emphasizes its gravity. Their significance lies in the interplay of technique and content and its successful realization within the artwork.
End Notes
1 Socolofsky, Shelley Letter to the author, 2005.
2 Socolofsky, Shelley Letter to the author, 2005. | https://marylanetapestry.com/writings-looking/fertile-associations-the-tapestries-of-shelley-socolofsky/ |
Marvet Trip, Mexico, 2012
To say that this was an amazing experience is a complete understatement. I registered for Marvet Mexico, thinking that I would not be chosen. When I was chosen, I attended, thinking that it would be a nice diversion since I do not plan to work with marine mammals (although I greatly appreciate them). Since growing up in northern Florida and southern Georgia, I had always had a vague dream of at least working briefly with sea turtles.
Marvet was a vast surprise. There was a strong emphasis on conservation, but there was also an intense emphasis on public health. The public health aspect both surprised me and intrigued me, due to my strong interests in public health and disease control.
We started out at Dolphin Discovery, which is a marine park near where we were staying at Playa del Carmen, Mexico. The first few days were primarily lectures from various experts in the field of marine mammals. We were taught about the animals, everything from basic physiology to reproduction and common diseases. The veterinarians and dolphin trainers from the marine park also lectured us. The emphasis of the lectures from the park was primarily on how to work together. Both the trainers and the veterinarians emphasized respecting each other’s jobs and realizing that both careers need the other.
On the second day, we were able to learn about the feeding habits and digestion of manatees. We were able to feed and then snorkel to observe the park’s manatees underwater. During our time, we also observed a voluntary dolphin ultrasound and voluntary dolphin endoscopy. The park works hard to train their animals to do voluntary medical procedures in order to reduce the use of anesthetics in their animals.
Later that week, we moved to Xcaret, another marine and ecotourist park. While there, we were able to learn about and work with green sea turtles, nurse sharks, sting rays, fish, and manatees. My favorite experience in Xcaret was learning to catch the sea turtles in order to draw blood on them. While we still were in an enclosed pond, we were actually able to swim out, catch, and then maneuver the sea turtles into a more secluded section of the enclosure. Once we had the turtles restrained, we drew blood, using the jugular sinus, cleaned off the shell for aesthetic purposes, and then released them. We also had the opportunity to handle and to draw blood on sting rays. We later did a dissection on a sting ray and a green sea turtle, both of which had died of natural causes. The comparative anatomy was striking between these two species and our more common mammalian, domestic species. One of the final eco-parks that hosted us was dedicated to crocodiles. We had the amazing opportunity to help catch, restrain, and perform blood draws and injections on adult crocodiles.
As part of the program, we were taken out into the open ocean to visit the whale shark feeding grounds off the Yucatan Peninsula. We were able to swim with the whale sharks, which was an amazing opportunity. These animals are unbelievably huge, and it takes an up-close experience to realize the vastness of their size! For my first time in the water, I was dropped into the open ocean. I cleared my snorkel and looked and barely fifteen feet away from me and headed directly towards me was the huge mouth of one of the whale sharks!
Even though we were kept busy with lectures and hands-on activities, we were given free time to explore the local area. There are eco-parks nearby, as well as Mayan ruins. While in Mexico, I had the privilege of visiting the Mayan ruins, including one of the last sites that allows tourists to climb to the top. One of my new friends and I went snorkeling on our own and we spotted several sting rays just off the beach where we were staying!
Overall, this was an amazing experience. If given the opportunity, I would gladly return. The coordinators of the program are fantastic, and the professors that lecture are very knowledgeable on their respective subjects. Having the ability to learn about marine mammals and sea turtles not only afforded a comparative basis for more common domestic mammals but also gave me greater experience in public health. Before this opportunity, I only had a limited recognition of the relationship of public health to marine life and conservation. Beyond the educational opportunities, I made some priceless contacts in Mexico, both among my peers and among the faculty.
While clearly not a study tour designed for everyone, I strongly recommend MARVET to anyone who has an interest in public health, conservation, or zoo and marine medicine. The MARVET program is designed for those willing and interested in learning more about these fields. Students are kept very busy, and there is a large portion of lecture material at the beginning of the program. However, the knowledge gained through the lectures makes the hands-on activities even more useful and enjoyable. | https://vetmed.illinois.edu/marvet-trip-mexico-2012/ |
Nitrogen is one of the major building blocks of life. It makes up 80 per cent of Earth’s atmosphere and it is described as one of the most important growth-limiting nutrients for both land and marine plants. This is because the most abundant form of nitrogen – dinitrogen, or N2 – is particularly stable and resistant to chemical reactions, meaning that it cannot be assimilated by most organisms. Given the important role nitrogen plays in all living matter, microbes that can ‘fix’ atmospheric N2 into more accessible forms for organisms are crucial components of Earth’s ecosystems.
Understanding marine nitrogen fixation provides key insights
Nitrogen fixers, also known as diazotrophs, are nature’s fertilisers. On land, more than 90 per cent of nitrogen fixation is performed by bacteria living in symbiosis with a diverse group of plants. These systems have been studied in detail, in part because the process is crucial to modern agriculture. But there is at least as much nitrogen fixation occurring in the ocean as on land – and this is much less well understood. Nitrogen is a key driver of plankton dynamics, and therefore of global biogeochemical cycles and climate. By building a clearer picture of nitrogen fixers in the ocean, scientists can obtain valuable information relating to ecosystems experiencing anthropogenic change.
Marine nitrogen fixers come in very different shapes and sizes, and that can make them difficult to collect and study. There is also a more obvious challenge: the vastness of the ocean! “This is where the Tara Ocean Foundation and related projects, based on sampling of marine plankton communities throughout the world’s ocean at an unprecedented scale, comes into the story,” notes Chris Bowler, CNRS scientist at the Institut de Biologie de I’École Normale Supérieure (IBENS) in Paris, and co-author of a new paper that highlights the work of an international research collaboration on this topic.
Sampling and analysis on a vast scale
In their study, published in Nature Communications, the researchers looked at the global distribution of marine nitrogen fixers. Working from more than 2 million images, generated by the Tara Oceans expedition from 2009 to 2013, the teams greatly added to knowledge about the abundance, diversity, and distribution of nitrogen fixers in the ocean. The research schooner, Tara, sailed 140,000 km over a period of 38 months across the main oceanic regions. During this time the scientists aboard systematically collected plankton samples of all sizes, as well as corresponding data on the environment these were found in.
Using the data collected, the researchers employed machine learning prediction tools to analyse over two million images in combination with DNA sequencing data. Co-author Eric Pelletier from French National Sequencing Centre, CEA/Genoscope, comments, “it is one of the very first large scale high-throughput analyses where omics – namely genome information – and imaging data – revealing the shape and size – of microbial organisms in the wild were connected, opening a new era in environmental studies.”
This paper demonstrates the power of collaborative research, as well as underlining the scale that can be covered using the latest approaches. EMBL’s Advanced Light Microscopy Facility played a central role in the project. Co-author and EMBL Director of Scientific Core Facilities and Scientific Services, Rainer Pepperkok, underlined the important role that the facility will play in future studies, “The high-throughput, high resolution, 3D light microscopy technology developed in collaboration with the ALMF and scientists from the TARA oceans consortium was central to this piece of work. It was the prerequisite that enabled the acquisition of millions of high resolution images of marine samples – representing an incredibly valuable resource – which was followed by the comprehensive analyses as documented in this paper. There are a number of ways in which we are further developing this approach, allowing for even greater analysis in future studies.”
Rachel Foster from Stockholm University, co-lead author of the study, adds, “I was initially surprised by how well the images predict the genes and the genes predict images. Plankton is naturally patchy and sampling the ‘patches’ is difficult. The high-throughput imaging datasets were essential in our work. We gained important insight into the ecology of these biogeochemically relevant populations.”
Understanding anthropogenic changes
In addition to contributing to a far fuller picture that previously existed, the research detected new abundant ‘hotspots’ in understudied oceanic regions, where multiple nitrogen-fixers appear to co-occur. Lead author Juan Pierella Karlusich of the French Institut de Biologie de l’Ecole normale supérieure (IBENS) comments: “These results will advance the research field by bringing attention to these new high-density regions and the new types of nitrogen-fixers. For example, we were very surprised to discover ultrasmall but abundant bacteria that appear able to fix nitrogen, as well as other symbiotic associations only found previously in freshwater environments.”
As well as offering an insight into the distribution of nitrogen-fixers at a global level, this work also provides a proof of concept that integrative analyses of molecular and imaging data can lead to more accurate explorations of ocean microbes. Such explorations provide valuable information relating to factors such as climate, and how ecosystems are being affected by the impact of human activity. | https://www.embl.org/news/science/what-lies-beneath-the-building-blocks-of-life/ |
If you know little or nothing about symbolism we suggest that you read our commentary in the sidebar before continuing.
Symbolism Definition of Symbolism Symbolism is the use of symbols to signify ideas and qualities, by Symbolism in the road them symbolic meanings that are different from their literal sense.
Symbolism can take different forms. Generally, it is an object representing another, to give an entirely different meaning that is much deeper and more significant. Sometimes, however, an action, an event or a word spoken by someone may have a symbolic value.
Similarly, the action of someone smiling at you may stand as a symbol of the feeling of affection which that person has for you. Symbols do shift their meanings depending on the context they are used in. Thus, symbolic meaning of an object or an action is understood by when, where, and how it is used.
It also depends on who reads the work. Common Examples of Symbolism in Everyday Life In our daily life, we can easily identify objects that can be taken as examples of symbolism, such as the following: The dove is a symbol of peace.
A red rose, or the color red, stands for love or romance. Black is a symbol that represents evil or death. A ladder may stand as a symbol for a connection between heaven and earth.
A broken mirror may symbolize separation. In Chinese culture, the color red symbolizes property and happiness. David stopped his car at the red signal. In other cultures, the color red is symbol of blood, passion, and danger.
Rebels raised a white flag to negotiate. During war, the color white symbolizes making peace with the enemy.
Otherwise, it represents purity and life. The Red Cross is working around the world. The symbol of the cross represents Christianity, and the red cross in particular represents aid in times of need.
The Muslim forces raised their flag with a crescent on it. The crescent moon represents Islam. He turned green when found a wallet. Green color is often associated with greed, jealousy, and monetary affairs. They dressed in black to the funeral of their friend.
The color black is associated with death. The yellow boat turned into the channel, to make the tourists happy. The color yellow color is the symbol of deterioration and infidelity, as well as the symbol of freshness and happiness.
He was disappointed when the mirror broke. Broken mirror is an symbol of separation. He gave a red rose to his wife on Valentine Day. Red rose is a symbol for love. He, after a long time, saw a silver lining in the shape of the arrival of his brother.
You have a sixth sense like an owl. You work like an ox. The ox symbolizes hard work and stamina. When he saw a bat in dream, he grew white with fear. Bats are the symbol of death. Examples of Symbolism in Literature To develop symbolism in his work, a writer utilizes other figures of speech, like metaphors, similes, and allegoryas tools.
Some symbolism examples in literature are listed below with brief analysis: Therefore, these lines symbolically refer to their life cycle and their yearning for a never-ending life. The following lines allow us to look into the symbolic nature of two characters:The great horned owl (Bubo virginianus) is a large owl native to both North and South urbanagricultureinitiative.com wingspan of the larger female great horned owl is as much as 5 feet.
The presence of this owl is often made apparent by her characteristic hooting that sounds like the phrase Who cooks?Me too?. The Road As it makes up the title of the novel and its main setting, the road is the most important symbol of The Road.
The roads are one of the few things that couldn’t be. MUSIC & MUSIC VIDEOS page contains ILLUMINATI OCCULT ANALYSIS & MEANING of the MOON, SUN & LIGHT SYMBOLISM & MAGIC, SPELLS, WITCHCRAFT OF LUCIFER, SATAN by Music Industry such as Britney Spears, Katy Perry, Lady Gaga, JLO, & Nicki Minaj.
The Road Highways and interstates (and some minor roads) comprise the setting of this novel. (The characters do stop at a few houses, but these function as . THE SYMBOLISM AND SPIRITUAL SIGNIFICANCE OF and THE SINGERS. MARKS THE END OF THE WORLD. compiled by Dee Finney. The following is a response to a woman who wanted to know the symbolic meaning of a white deer as she had recently seen one on a nature walk. | https://qacecacepize.urbanagricultureinitiative.com/symbolism-in-the-road-46375ah.html |
The idea of the American dream is undeniably a foundational component of our national ethos. As residents in the land of opportunity, we are reminded constantly that, in America, the sky is the limit when it comes to economic and social opportunity. We pride ourselves on living in a country where any honest, hard worker can make a life for themselves and is not bound to the circumstances into which they were born. While it should be noted that the conditions for upward social mobility are increasingly restrictive and stifling, the individual liberty that Americans enjoy today, compared with the conditions of many other countries around the world, ought to be celebrated and cherished. Yet, I think this “American dream” mindset, like all other good things in life, can become toxic and dangerous when taken to unhealthy extremes.
The inevitable downfall that accompanies a relentless pursuit of the American dream is the basis for some of the most celebrated literature in our country’s history, such as “The Great Gatsby” by F. Scott Fitzgerald and “An American Tragedy” by Theodore Dreiser. It has long been recognized that there are dangerous consequences that come to those who chase wealth and status obsessively. When the American dream mindset is embraced without reasonable caution, a common trajectory begins to form. It is an upside-down, v-shaped trajectory. It is a trajectory that represents one’s constant pursuit for more — more money, more status, more power — that ultimately reaches an inflection point of destruction that flips the trajectory downward and toward ruin.
I find this idea of a life trajectory interesting. It reminds me of something I learned from Dr. Scott Adair’s freshman Bible class. While discussing the Christology of Philippians 2, Adair drew a trajectory on the board that was meant to represent the life of Jesus. It was a trajectory that represented the self-emptying, sacrificial, outpouring love that defined Jesus’ life and ministry. This downward trajectory of intentional humility reaches its inflection point at the cross, where the trend flips upward, as Jesus is exalted through resurrection.
I find this comparison interesting because the trajectory of Jesus happens to be the complete opposite trajectory of the American dream. Whereas the American dream is concerned with how much one can acquire for themselves, the trajectory of Jesus is one of self-outpouring. Whereas the American dream is rooted in selfish ambition, the trajectory of Jesus is rooted in selfless humility. Whereas the American dream often leads one to personal ruin, the trajectory of Jesus leads one to true joy and fulfillment.
We ought to ask ourselves what trajectory we are using our lives to pursue. Do we wish to be radical advocates of personal gain or radical advocates of selfless love? Do we care more about what we can get from the world or about what we can give? What good is it to gain the whole world just to lose your soul? Imagine with me what our country would look like if we all sought to pursue the trajectory of Jesus more passionately and courageously than we did the American dream.
There is nothing inherently wrong with economic liberty or the American dream. But we should recognize that our country has gone to immoral extents in terms of its life-sucking worship of profit. We ought to remind ourselves more of this trajectory of Jesus, and do what we can to better emulate his ultimate example of self-outpouring love. | https://thelink.harding.edu/the-bison/2021/03/04/lets-talk-about-it-the-american-dream-revisited/ |
The American Dream is still alive and obtainable.
Arthur Miller’s Death of a Salesman, crushes the ethos of the American Dream....
The American dream is always evolving and changing.
For the purposes of this paper, the “American Dream” is defined as, the ability for all individuals to have equal access to achieve success without restrictions....
Unfortunately they are incorrect, there truly is no American Dream, it is all an illusion given to us by our founding fathers as a reason for the inequality in which people are treated.
The "American Dream" cannot be defined.
Willy Loman is a symbol for the common man who tries and tries and tries, but is somehow unable to attain the "American Dream" of status and success. Miller combines the archetypal tragic hero with the common American citizen....
In regards to wealth and success, Fitzgerald makes clear the growing corruption of the American Dream by using Gatsby himself as a symbol for the corrupted dream throughout the text.
The “American Dream” is no longer an attainable idea, only a fantasy.
David Kamp describes the American Dream as "the idea rooted in the United States Declaration of Independence which proclaims that "all men are created equal" and that they are "endowed by their Creator with certain inalienable Rights" including "Life, Liberty and the pursuit of Happiness."(Kamp)....
While everyone has a different interpretation of the "American Dream," some people use it as an excuse to justify their own greed and selfish desires....
Reaching the American Dream is not always reaching true happiness.
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View all american dream Essay Examples.
The American Dream Thesis The first skill a number of survival types overlook may be the ability to sharpen steps.
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And Although Jay Gatsby was living the American Dream.
The American Dream Thesis Consider gardening as a possibility to build stored food last for a long time.
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The American Dream was sought through hard work and determination.
This is just one more example that the American Dream is without a doubt achievable.
Many immigrants who cross the border pursue the American Dream.
Without this symbolism, the theme of the withering American Dream would have been less than adequate, and the book would have never attained the status and popularity among readers that it does today....
(AAC) I think that the American Dream is different for everyone.
Out of that thinking comes the "American Dream," the idea that anyone can ultimately achieve success, even if he or she began with nothing. In "The Death of a Salesman", Arthur Miller uses the characterization of Willy Loman to represent the failure of his ideal of the American Dream. Willy’s quest for the American Dream leads to his failure because throughout his life he pursues the illusion of the American Dream and not the reality of it....
America is the nation where dreams can come true.
In many senses Willy represents the idea of the "everyman", the average working class man trying to get ahead, this is reflected in his attachment to the achievement of more wealth, and his idealized vision of how to get there the "American dream." However, Willy can be seen to represent more that just the average man, and it can be argued that Will...
Scott Fitzgerald: Living the American Dream
The American Dream is the idea that anyone can come from any background and no matter who they are, if they work hard and stay true to themselves, they can achieve their dreams.
The American Dream was something that everyone coveted.
Money, a loving spouse, and status all showed that a person had been successful in their life and were vital points to the American Dreams of the Characters in the Great Gatsby.
The American Dream is often something that humanity wonders about....
Based on the situation, Paul Krugman, the economic teacher at Princeton and the winner of Economics of the Nobel Prize in 2008, Tamara Draut, the director of the Economic Opportunity Program at Demos, and The Economist, a London-based weekly publication that is read by business, political and financial decision makers, all of them state a common point that it is harder and harder for people to achieve the American Dream now....
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Cedar
If your dream featured a cedar, could this be a reference to Lebanon (just as a maple might be a reference to Canada)?
Perhaps you associate it with the precious furniture of the Middle East, or is it a reference to the Bible, in which it was often mentioned?
Cypress
Common in graveyards, the cypress or false cypress is a symbol of the inevitability of death, but also conjures up the hope of rebirth and new beginnings.
Fir/Spruce
Strongly associated with Christmas, the fir or spruce is linked to the birth of Jesus. The image in a dream may express strong positive or negative feelings about family occasions.
Holly
Traditionally associated with Christmas, holly is a dream symbol of family festivity and joy, mingled with pain.
Leylandii
If you dream of this fast-growing conifer, is someone trying to erect a boundary between you and them in waking life? Or perhaps you are undecided about something and are ’hedging your bets’?
Pine
If you dream of pine trees, are you pining for someone or something in waking life? A pine cone, depending on the context of your dream, may also symbolize masculine virility or feminine fecundity.... The Element Encyclopedia
It is a free presentiment of prosperity to all classes. ... Ten Thousand Dream Interpretation
(Also see Tree)... Islamic Dream Interpretation
Depth Psychology: Evergreens are a symbol of true and steady relationships—either you are looking for one or you have one already. Also, your faith in yourself is either strong or will be strengthened.... Dreamers Dictionary
Evergreen plants, such as pine trees, traditionally represent immortality because they do not shed their leaves, even in the dead of winter. They also symbolize hope in the midst of despair for the same reason. Because of their association with Christmas, evergreens also symbolize gift-giving.... Dream Symbols in The Dream Encyclopedia
2- To be walking in woods of evergreen trees indicates a need for peace and tranquillity.
3- Evergreens because of their ability to survive any conditions signify everlasting life.... Ten Thousand Dream Dictionary
(Also see Garment)... Islamic Dream Interpretation
Growth, health, and rejuvenation as the color most strongly associated with the season of spring. Take care, however, that growth is always tempered with conscientious pruning to yield more fruit.
A need to emphasize, or reconnect with, the natural world regularly in your life.
A manifestation of jealousy or spite (e.g., the “green-eyed monster’).
Feeling that it is the right time to move ahead with your plans (e.g., “getting a green light”).
Moldy, rotting green represents the things you’ve neglected in your life.
If a light green color is dreamt of in a stone, this symbolizes having strong faith and godly devotion.... The Language of Dreams
Color Therapy: Green is growth, connection to nanire, and innocence. Dark green calls up a negative attitude toward life, exhaustion, breathing difficulties, tension, sleep disorders, troubles, cancer, and paranoia.
Depth Psychology: Green relaxes, refreshes, is friendly, represents nature, hope, vitality, self-confidence, and contentment.... Dreamers Dictionary
The Earth. Money.
A journey. Good news. Astrological parallel: Taurus... Dream Explanations of Astro Center
It is a lucky omen in dreams.... My Dream Interpretation
If you dream that this color appears in the middle of a desert scenery, it signifies that you are going through a period of unproductivity, but that you will soon leave this period. However, an excess of green evidences that you get carried away by your instincts.
If you are in the middle of some sort of resolution, the presence of this color advises you to wait until things mellow.... The Big Dictionary of Dreams
This symbol can also indicate that a project or idea has been given the “green light” to proceed.... Dream Symbols in The Dream Encyclopedia
If green appears in your dream, are you experiencing new growth? On the positive side, green is linked to feelings of calm and hope, but on the negative side it is associated with jealousy. Green is the color displayed by growing and healthy vegetation and foliage, and it quite clearly indicates natural growth or the mental relaxation gained from being close to nature. So if you were surrounded by lush green vegetation in your dream, could your unconscious have been urging you to pay more attention to the environment around you, or to become more environmentally friendly?
Consider, too, the other associations that are often made with this color; could your unconscious be telling you that your approach is naïve, immature or green? Could you do with an injection of freshness and hope in your life? Or have you become a victim of the green-eyed monster: jealousy?
If darker shades of green appear in relation to a certain person, is it because you are jealous or envious of them or something of theirs? Dark green also tends to indicate cheating, deceit and selfishness. Muddier shades of dark green sometimes point to envy and greed, as well as a stubborn or self- opinionated attitude. Alternatively, have you been given the green light to go ahead with some business or family venture? A green field could indicate inner feelings of calm. Green fruits may suggest that a current project is not quite ripe and that patience is needed until the time is right to begin. Green vegetables could also be associated with the idea of personal health or growth. Green eyes have traditionally been linked to feelings of jealousy. Were the eyes your own or someone else’s? A green path may be linked to a physical or emotional journey.
Lighter shades of green tending towards blue represent healing. This color is also representative of money. Keywords: positive change, growth, healing, vitality, serenity, money, wealth and jealousy.... The Element Encyclopedia
2. Birth.
3. Dissatisfaction.
4. A new experience or fear of new experiences.
5. One feels at home in a healthy outdoor environment.
6. “Green light” to go ahead on some project.
7. Someone is feeling “green with envy” at the achievements of someone else. ... New American Dream Dictionary
The vegetable in dreams has a positive meaning, since it announces success in negotiations and satisfaction in love. It also provides the accomplishment of the most hidden desires, in general, the end of some type of badness.... The Big Dictionary of Dreams
2. One is too controlling. ... New American Dream Dictionary
See also Fo- liage, Plants, Odor, etc.... The Complete Guide to Interpreting Your Dreams
2. A grave or moral decision in the offing. ... New American Dream Dictionary
The hedgehog’s oneiric image alerts of judgments resolved wrongly and deception in relationships.... The Big Dictionary of Dreams
Watch your step!... The Complete Guide to Interpreting Your Dreams
To see a sow and litter of pigs, denotes abundant crops to the farmer, and advance in the affairs of others.
To hear hogs squealing, denotes unpleasant news from absent friends, and foretells disappointment by death, or failure to realize the amounts you expected in deals of importance.
To dream of feeding your own hogs, denotes an increase in your personal belongings.
To dream that you are dealing in hogs, you will accumulate considerable property, but you will have much rough work to perform. ... Ten Thousand Dream Interpretation
2. Symbolic of a person deemed dreadful, sometimes with poor sexual boundaries or boundaries in general (as in a “pig” or “swine”). | https://www.dreamencyclopedia.net/green-hog |
The Great Gatsby is hailed as a great piece of 1920 's fiction due to its detailing of a new, fast paced America, and the way that America affected the population. These affects manifested as traits in people, and further developed into stereotypes. In the post World War 1 America this novel is set in, industry and technology were becoming readily available to the public, cementing these stereotypes into our population as we quickly moved along at a new pace. In The Great Gatsby, these people, actions, and relationships, are represented by the four main characters: Nick, Daisy, Tom, and Jay. F. Scott Fitzgerald uses these characters to symbolize the stereotypical people of a modern America.
The novel, The Great Gatsby by F. Scott Fitzgerald exposes the economic traps and social norms of the 1920s in through symbolism context and setting. Set in the 1920s, Jay Gatsby is a character that rose the poverty to millionaire status. He represents the new money during the 1920s. Tom Buchanan symbolizes old wealth. Daisy Buchanan represents a woman who marries for money, not love and regrets it her whole life.
In the article, Jay Gatsby is portrayed as a man who represents the American society as a whole. Gatsby is the perfect portrayal of the American Dream simply because he represents all of our issues and dreams rolled into one. One aspect of Gatsby that relates to America and it's culture is looking to money as the answer to all of life's problems. Furthermore, it can be seen that relying on wealth can lead to issues, and it Gatsby's case, fatal.
You chose difficult book to interpret. You`re asking hard questions, and I`ve never discussed a book with anyone, so my answers may seem to you plain or simply stupid. But I`m curious what your interpretations are :) 1. Jay Gatsby is a really mysterious person, who seems to try staying aside and at the same time organizing big parties. And actually none of his guests know anything sure about the host.
The Great Gatsby has been described as being “known for its themes relating to love, loss, and social mobility… which transports the readers back to the Roaring Twenties” (Themes and Construction GG 1). The Great Gatsby takes place in the midst of the roaring twenties which was a time period known for its lavish parties and economic prosperity for most people. The novel is told from the perspective of Nick Carraway and his encounters with the ‘Great’ Gatsby. In Francis Scott Fitzgerald’s book, The Great Gatsby, Fitzgerald uses the themes of appearance versus reality and the American dream to tell a riveting story of love, loss, and social mobility. One of the major themes in The Great Gatsby is the difference between appearances and reality.
In life, the most crucial point is to realize the ambitions that someone seeks as soon as possible because one never knows if there is to be a tomorrow. No one ever really knows when they are going to die, so they must take the time to contemplate their life, ambitions, hopes, and goals. A person cannot be truly happy without achieving something in their life, so if the person never discerns what they wish to achieve then they will never have the ability to be truly happy. They will be lacking the knowledge to reach their dream, fight for it, and triumph in the end. Every second a person lives, they are a second closer to their death; no one knows when their time will finally run out.
In The Great Gatsby by F. Scott Fitzgerald, a man named Nick Carraway moves to West Egg, Long Island. After arriving Nick travels over to East Egg where his cousin, Daisy, is located just across the bay. Nick comes to find out his neighbor, Jay Gatsby, is a past lover of Daisy. He also discovers this lover has spent his entire life rebuilding himself to be more acceptable for her. Due to Nick’s strict upbringings he does not criticize others, making him of perfect use to Daisy and Gatsby.
In the hustle and bustle of life everyday, a person has to go through life and the strife that follows. Routines develop as time passes by, and the differences between illusion and reality become able to be understood in the mind. But, when a different struggle comes up, it cannot be maneuvered around. Which creates a fake reality, and that is what stays in the mind of many characters in the novel by F. Scott Fitzgerald The Great Gatsby. One of the most blatant illusion examples that is seen as reality in The Great Gatsby involves the main character actually; Mr. Gatsby himself.
Fitzgerald’s use of symbolism in Gatsby The novel of The Great Gatsby by F. Scott Fitzgerald is infused with symbolism. The symbolic meanings in the novel are fluid to a certain point; Because, they mean different things to different readers, as well as the characters in the case of this novel. Fitzgerald’s use of symbols such as: the eyes of T.J Eckleburg, the Green Light, and the Valley of Ashes is prevalent throughout the novel. The eyes of T.J Eckleburg represent different things to different characters, such as God, the haunting past, and vigil.
Jay Gatsby is a dream of James Gatz, a boy who grew up in an impoverished family and had an ill-defined past in rural North Dakota. Since his childhood, James resented poverty and wanted to be wealthy and prosperous- something that he would achieve later in his life, but would never enjoy. The path to richness is full of disappointments and misfortunes, but even after reaching the goal, some never acquire the desired happiness. Northrop Frye, one of the most influential literary critics of the twentieth century and the author of Anatomy of Criticism, discusses many aspects of a tragic hero in his essay “Tragic Fictional Modes.” Many of Frye’s ideas can be applied to the tragic protagonist of Scott Fitzgerald’s The Great Gatsby, James Gatz,
The Epic Transformations That Lead Up To Unpredictable Outcomes In The Great Gatsby by F. Scott Fitzgerald, there are two characters that share an extensive part in the story together. The narrator, Nick Carraway, and Jay Gatsby, formally known as John Gatz. Throughout the story, these two characters show their true colors and we truly find out what is under the slicked back hair and fancy suits. Although there are several other characters who grow and develop, I found that Gatsby and Carraway's personalities were the most intriguing.
Barack Obama had once stated, “We may come from different places and have different stories, but we share common hope, and one very American Dream.” The American Dream is a desire everyone strives for and differs from one individual to the next. To some people, it means being financially successful while for others, it just means being able to achieve happiness. In other words, it is a complicated concept where it seems one needs to demonstrate ambition in order to be able to achieve a better and prosperous life. | https://www.ipl.org/essay/Jay-Gatsby-Symbolism-FC9C5RDGDSB |
Very broadly speaking, to dream of painting points to change or a need for a change. … If something is being painted a color that you consider to be ugly, this can mean that you are offended or troubled by criticism or negativity given off by someone or something in your waking life.
What does it mean to dream of white paint?
Very often white color seen in a dream symbolizes justice, good, perfection, truth, completeness of works. To see it in a dream means that you need to analyze something in reality. … The dreambooks state that it is also important how saturated the color was in night vision.
What does art symbolize in dreams?
Dreaming of a finished painting or that of a framed one suggests a calm mind. However, if you see a framed painting that annoys you in the dream, you may be dealing with something negative in your waking life. Another context where you dream of an expensive artwork depicts a need of nurturing your artistic side.
What does black paint mean in a dream?
To paint something black
If you are dreaming of painting something black, that symbolizes tears. It is possible that your relationship or marriage is on the crossroads that will determine its future.
What colors mean in dreams?
Not All Dreams Are in Color
While most people report dreaming in color, roughly 12% of people claim to only dream in black and white. 7 In studies where dreamers have been awakened and asked to select colors from a chart that match those in their dreams, soft pastel colors are those most frequently chosen.
What does it mean to dream of an all white room?
To dream of a white room represents feelings about yourself having to be perfectly honest in your life. … A room with white walls may also reflect life situations where you are confronting a lot of negatively. A theme to your life that revolves around fixing problems you never got to fix before.
What does it mean to see yourself drawing in a dream?
To draw in a dream
If you are dreaming of drawing something, that symbolizes hope. You have probably given up on something that you wanted because it seemed to you that you don’t have a chance of achieving it. This dream is a sign to continue fighting on because your effort will not be in vain.
What does it mean to dream of an art gallery?
To dream of an art gallery represents you or someone else that wants their past accomplishments admired. Wanting to feel good or be noticed for what you have done. … Alternatively, an art gallery in a dream may negatively reflect narcissism or being in love in one’s own achievements.
What does it mean to dream about your favorite artist?
Dreaming of celebrities or famous artists has become common. It is a dream symbol of fame and success that people may have for their work. … When you dream of a famous artist, it also signifies your need to achieve some hope. However, it will depend on someone in your dreams and what you do in your sleep.
What does the color red mean spiritually?
RED is the color of physical energy, passion, courage, power, will, and desire. The Root Chakra is stable and grounding. Red symbolizes energy, action, confidence, courage, and change. … RED SPIRITUALLY EFFECTS: stability, security, grounding, courage, action, physical and emotional survival.
What does the color gold mean in a dream?
To dream of gold represents feelings of something in your life being valuable. Gold could also represent good luck, wealth, healing, illumination, happiness, and achievement. … Alternatively, gold in a dream may represents feelings about an absolutely certain sense of power. | https://freeonlineastrologer.com/meaning-dreams/frequent-question-what-does-it-mean-when-you-dream-of-painting.html |
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1.
2 points
Using the formula f= m x a, what is the mass of a box that needs 40 N of force to move it at 2 m/s? (You need to solve for mass)
20 kg
10kg
100 kg
80 kg
2.
1 point
If a ball is thrown into the air which force is pulling it back towards the earth?
Gravity
Normal
Reaction
Friction
3.
1 point
Use the formula f=m x a to solve for the total force needed to push a 200 kg car at 3.5 m/s.
200 N
700 N
100 N
900 N
4.
1 point
Which force keeps an ice hockey puck from sliding forever?
Acceleration
Mass
Friction
Inertia
5.
1 point
True or false
When a ball is hit there are equal forces acting on the ball and bat.
False
True
6.
1 point
Newton's first law of motion is sometimes referred to as the law of this?
Acceleration
Inertia
Force
Physics
7.
1 point
A skateboarder hits the curb and is thrown off of his skateboard. This example demonstrates which of Newton's Laws of Motion?
First Law
Second Law
Third Law
8.
1 point
Which of Newton's laws of motion state that an object at rest remains at rest?
First Law
Second Law
Third Law
9.
1 point
If a basketball is spinning at 5 N and you push it with your hand in the same direction with 3 N of force what is the total force now acting on the ball?
8 N
3 N
2 N
6 N
10.
1 point
Will it take more force to move a 400 kg hippopotamus or a 100 kg dog? | https://testmoz.com/144616 |
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Newtonian Revolution The study of Physics begins with Newtonian mechanics. Mechanics is the branch of physics that focuses on the motion of objects and the forces that cause the motion to change. There are two parts to mechanics: Kinematics and Dynamics. Kinematics deals with the concepts that are needed to describe motion, without any reference to forces. Chapter 2: Describing Motion Chapter 3: Falling Objects and Projectile Motion Dynamics deals with the effect that forces have on motion Chapter 4: Newton’s Laws-Explaining motion
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Chapter 2 Describing Motion
Speed: Average and Instantaneous Velocity Acceleration Graphing motion
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Average Speed Average speed equals the distance traveled divided by the time of travel. Unit: MPH, kmPH, m/s Speed calculation:
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Instantaneous Speed Unit Conversion:
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Velocity = Speed with Direction
Velocity can be changed by changing speed or direction or both.
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Vectors and Scalars Physics deals with many physical quantities, which are divided into scalars and vectors. A scalar quantity is one that can be described by a single number (including any units) giving its size or magnitude. Examples: Distance, Time, volume, mass, temperature, and density. A quantity that deals with both magnitude and direction is called a vector quantity. Examples: Displacement, Force, weight, and velocity.
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Distance and Displacement
Starting from origin, O a person walks 90-m east, then turns around and walks 40-m west. Q: What is the total walked distance? A: 130-m Q: What is the displacement? A: 50-m, due east.
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Scalars and Vectors Scalar Vector Distance (m) Displacement (m)
Speed (m/s) Velocity (m/s) Mass (kg) Weight (N)
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Acceleration Acceleration is the rate at which velocity changes.
Acceleration is a vector quantity. Unit of acceleration: m/s2 Acceleration of a sports car:
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Deceleration or Negative Acceleration
An object speeds up when the acceleration and velocity vectors point in the same direction. Whenever the acceleration and velocity vectors have opposite directions, the object slows down and is said to be “decelerating.” V1 = 20 m/s due east V2 = 10 m/s due east t = 2.0 s a = ?
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Can a Car Be Accelerating When Its Speed Is Constant?
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Exercises and Problems
A person covers a distance of 320 miles in a travel time of 8 hours. What is the average speed for this trip? A car travels with an average speed of 55 miles/hr. What is this speed in m/s? The velocity of a car moving in a straight line increases from 8 m/s to 22 m/s in 7 seconds. What is the average acceleration of the car during this period?
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Related math problems and questions:
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If we remove the stone from the water, we apply a force of 120N. How much force will we have to exert if we move the stone above the water surface? The density of the stone is 5000 kg/m ^ 3.
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What is the volume of a body that stretches a dynamometer in air, on which it is suspended by a force of 2.5 N, and if it is immersed in alcohol with a density of 800 kg/m ^ 3, does it tension the dynamometer with a force of 1.3 N?
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What is the weight of a solid brick wall that is 30 cm wide, 4 m long and 2 m high? The density of the brick is 1500 kg per cubic meter.
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A steel hammer with a weight of 0.5 kg hits the nail at a speed of 3 m/s. How deep the nail penetrates the wood if the hammer acts on the nail with an average force of 50N. | https://www.hackmath.net/en/math-problem/4892 |
09.02.2017 · What is the gravitational constant? Where does it come from? How important is it to Physics? Where is it used apart from The law of universal gravitation? On atomic level - particles are packed tighter inside a substance with higher density. Density is a physical property - constant at a given temperature and pressure - and may be helpful for identification of substances. Below on this page: Specific gravity relative density, Specific gravity for gases, Specific weight, Calculation examples. This page uses content from the English Wikipedia.The original article was at Gravity of Earth.The list of authors can be seen in the page history.As with the Units of Measurement Wiki, the text of Wikipedia is available under Creative Commons License see Wikia:Licensing. Acceleration of Gravity in Inches. Posted by Kyle on May 26, 2010 at 8:30 pm. How can gravity be converted to inches? When we’re talking about converting gravity to inches we’re searching for an acceleration not a length. 1 standard gravity. What units should you use?
The gravitational constant is the proportionality constant used in Newton’s Law of Universal Gravitation, and is commonly denoted by G. This is different from g, which denotes the acceleration. Units of g are m s-2. Units of G are m3 kg-1 s-2. Some physicists are not quite sure about this., and since we're talking gravity here, the constant is called the Gravitational Constant. The gravitational constant is a physical constant that is difficult to measure with high accuracy. This is because the gravitational force is extremely weak as compared to other fundamental forces. In SI units, the 2018 CODATA-recommended value of the gravitational constant with standard uncertainty in. However if by your units of measurement principles the units don't match, you got a problem. You will sacrifice for this if your constant holds even though it has units, but perhaps be aware that there is more to the equation than this simplification or of course that your original idea of units. Dimensions, Units, Conversion Factors, and Significant Digits. Introduction; There is a difference between dimensions and units. A dimension is a measure of a physical variable without numerical values, while a unit is a way to assign a number or measurement to that dimension.; For example, length is a dimension, but it is measured in units of feet ft or meters m.
Units General Constants Atomic Constants Electromagnetic Constants Electron, Proton and Neutron Constants Deuteron and Muon Constants The erfz and erfcz Functions. UNITS. SI UNITS. standard gravity: g o: 9.80665 m s-2: 980.665 cm s-2: 32.17404856 ft s-2: gravitational conversion factor: g c. Although the symbol ɡ is sometimes used for standard gravity, ɡ without a suffix can also mean the local acceleration due to local gravity and centrifugal acceleration, which varies depending on one's position on Earth see Earth's gravity. The symbol ɡ should not be confused with G, the gravitational constant, or g, the symbol for gram. The acceleration due to gravity is -9.8m/s2 in metric units or -32ft/s2 in English units. What is the value on earth of gravity in both English units and. Coefficients can be constant. 31.03.2005 · Hi. Part of my homework was to work out what the SI base units of the gravitaional constant are. I'm crap at working out base units so could somebody help me out? Thanks If anyones wondering, G is 6.67 x 10ˉ¹¹ N m² kgˉ². Acceleration and Gravity. Acceleration in Vehicles. Acceleration Tests for Cars. The Effect of Acceleration on People. Overview. Acceleration is the rate of change in velocity of an object during a given duration of time. The SI unit for acceleration is the meter per second squared. Other units.
Find answers to Why we need gc after all. Is it really necessary to bother with gc constant? from the expert community at Experts Exchange. gravitational constant n. Abbr. G The constant relating the force of gravitational attraction between two bodies to the product of their masses and the inverse square of the distance between them in Newton's law of gravitation. It equals 6.67 × 10-11 m3kg-1s-2. gravitational constant n General Physics the factor relating force to mass and distance in.
The gravitational constant, called in physics equations, is an empirical physical constant.It is used to show the force between two objects caused by gravity.The gravitational constant appears in Isaac Newton's universal law of gravitation. is about 6.674 30 × 10 −11 N⋅m 2 /kg 2, and is denoted by letter. It usually appears in Sir Isaac Newton's law of universal gravitation, and in. SI unit for gravity If you mean the force of gravity it is N newton. If you mean the gravity acceleration it is m/s² m = meter, s = second. The gravitational constant is app. 9,81 m/s². This.
If you mean the gravitatioal field - other options are possible - units of acceleration are used for that. The force of gravity, of course, is expressed in units of force. | http://34favorisen.com/gravity-constant-english-units |
Apple CEO Tim Cook says the folks at Apple "don't want people using their phones all the time. This is never been an objective for us."
Tristan Harris applauds the industry for focusing on customers' well-being, but he thinks Apple's Screen Time and like efforts are "under-informed."
I follow a strict phone routine each morning, which allows me to save time and get better prepared for the day while not giving up my phone entirely.
I kept track of how many times I tried checking my phone, even though there was nothing to check.
A new JAMA study found that too much screen time could delay the development of motor, communication, and problem-solving skills in young children.
Follow these tips to help you and your kids establish a routine that allows for a healthy balance between technology and sleep.
While some research has suggested too much screen time is bad for children, one researcher believes kids should actually use screens earlier in life.
Screen time often keeps kids occupied on outings. Parenting blogger Kristina Kuzmic says there's nothing wrong with that. | https://www.businessinsider.sg/tag/screen-time/ |
By Megan Zakarewicz, DO, Grand View Health Medical Weight Loss
These last several months have been really hard. Collectively, our lives have been turned upside down. Most of the changes we’ve undergone are outside of our control, which can feel overwhelming.
Today I’d like to share a secret to help you manage your stress, maintain your weight loss and boost your health during these difficult times. Focus on what you can control.
I have been inspired by my patients who have continued their weight-loss journeys and have had amazing success recently. These patients share a common perspective that sets them up to reach their goals: They have made a conscious decision to focus on what they can control.
With all the things happening around us and to us, it’s easy to get sidetracked and surrender. Our work lives are different. Our social lives are different. Our routines are different. Change is inherently unsettling. Creating healthy routines can help you improve both your physical and mental health.
Here are five simple tips to help you gain control of your health and avoid weight gain.
- Prioritize your health.
We have heard that we must take care of ourselves to take care of others. This is especially true now. Choosing to improve your health in meaningful, concrete ways can help your gain some control. Start small. If you are terrible about eating vegetables, plan to eat one serving of veggies every day. If you’ve fallen into the habit of staying up late and binge-watching Netflix, plan to go to bed at a specific time and stick to it.
- Create a routine.
Working from home with a full house can leave some of us feeling like we are barely surviving. Creating a routine and sticking to it can change “barely surviving” into thriving. Plan when and what you will eat. Plan when you will exercise, what type of exercise you want to do, and how long you plan to do it. Write it all down! Put these things on the calendar and work to stick to them. Writing down your goals makes you much more likely to achieve them.
- Get adequate sleep.
The pandemic has shifted work-life balance for many. We’re working later and watching our screens later. It’s no wonder why research shows most U.S. adults have slept less in recent months! Creating your own structured schedule, starting with a set bedtime, can help you get on a healthier track. Adequate sleep provides many benefits, including better stress management, decreased mood swings, fewer food cravings and increased energy.
- Understand your hunger.
Lack of routine has led to increased snacking for many. Food is fuel, but it also fills many other needs. We eat when we are bored, stressed, and sad. The next time you reach for snack, ask yourself, “Am I really hungry?”. If the answer is yes, take a short break away from your screens and sit down to enjoy your food. If you are bored or stressed, look for other ways to fill that void. Be honest with yourself and do your best. If you establish a routine of set meal and snack times, you are less likely to feel hungry throughout the day.
- Manage alcohol consumption.
You don’t have to spend much time on social media to find memes about changing from daytime jammies into nighttime jammies or switching over from coffee to wine. They’re fun. But they’re also cause for concern. Never manage stress with alcohol. Excessive alcohol consumption can create negative health outcomes, including weight gain, increased anxiety and depression. Drink only in moderation. If you need help creating a plan, talk with your doctor.
Choosing to focus on two things you can control—weight loss and overall health—can create positive results. If you need help finding your focus, schedule an appointment.
About the author: Megan Zakarewicz, DO, is a primary care physician with certification in obesity medicine. She leads the Grand View Health Medical Weight Loss program. She is accepting new patients for in-person or telemedicine appointments. For more information, call the Grand View Health hotline at 215-453-4100 to schedule an appointment. | https://www.gvh.org/use-these-5-tips-to-overcome-weight-loss-challenges/ |
The task of creating balance in your child’s life may seem impossible with school and so many options of extracurricular activities. You want your kids to be involved in activities outside of school, but you also want to make sure that they are not overbooked and stressed because they have too much on their plate. As a parent, it is important to find a routine that works for your child as they take on more extracurricular activities in different stages of life.
There are a couple things to consider when assessing the appropriate number of activities for your child:
– What’s their temperament? Every child is a little different when it comes to the number of activities they can take on without being overwhelmed. Some kids thrive on having a highly scheduled life with something going on every hour. Other kids need to be encouraged to participate in activities and may be more easily overwhelmed by such a busy schedule. Gauge your child’s activities with their individual temperament in mind.
– What is their age? Four year olds having an activity every day when they don’t have homework and don’t have a certain time they have to wake up every single day is fine. As kids hit middle school and high school, balancing activities becomes more of a challenge with added homework. Extracurricular activities are good, but remember to keep a balance in your child’s life. A general rule of thumb for middle school and high school is to pick two activities that your child really enjoys.
Technology can be a great solution for allowing you to create a healthy schedule for your child, especially for working moms. You can set limitations on the technology your child is using or you can also use technology to know that your child is where they say they are. In addition, using the buddy system with other moms can help you establish a schedule for your child that works with your schedule as well.
Maybe one month into the school year, do a check-in to see if your child’s schedule is working. A few questions you should ask yourself to assess whether the routine in place is working for your child are:
Is my child getting enough sleep?
Are they getting their homework done?
Did they seem stressed?
Do they seem bored?
Are they spending too much time on electronics?
Use all of the information that you gather to determine how your current scheduling is going. Checking in frequently will allow you to figure out how much scheduling your child needs and what works best.
“Visit Children’s MomDocs (a blog by mom physicians at St Louis Children’s Hospital and Washington University School of Medicine): http://bit.ly/2bLZC5F
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For many of us, going to work doesn’t require us to leave the house – at least for the foreseeable future anyway!
With the current situation our nation is facing due to coronavirus (COVID19), times are confusing and stressful for all of us. The disruptions to daily life are already being felt by many. Schools and workplaces are closing, resulting in many of us taking our work home. We are all feeling anxious about what could happen in the coming weeks, however there are several steps we can take in order to make sure we stay fit and healthy in our new workspaces. It can be difficult to stay focused and maintain a routine when you’re in the comfort of your own, so we’ve compiled a list of simple ways you can stay healthy and maintain good mental health to reduce any feelings of anxiousness during this confusing and difficult time.
1.Resume your normal morning routine
Although it can be tempting to stay in bed for longer because you have nowhere to be, you’ll find that getting up and carrying out your normal morning routine will get you mentally ready for the day ahead, leaving you feeling motivated and energised. Studies show that you are more likely to have a productive day if you feel good mentally. It’s also a good idea to get dressed in the morning rather than staying in your pajamas all day. Research shows that you adopt the characteristics of what you’re wearing, so if you don’t get dressed for the day it can affect how motivated you feel.
2. Maintain a healthy work-life balance by logging your time and setting limits
Start and finish your work at the time you would on a normal working day in the office. Track your hours and keep yourself accountable. Don’t let work run over into your personal time, or vice versa. Write down goals so that you can avoid work running over onto weekends and to make sure that you finish your tasks on time.
3. Get up every hour and get out at least once a day
It can be easy to get stuck in your seat, especially in the comfort of your own home. Set a timer or use an app to remind you to get up and stretch every hour. Make sure to get outdoors on your break, even if it’s just taking a quick walk around the block to get some fresh air and sunshine. Exercise also releases chemicals like endorphins and serotonin that improve your mood. If you exercise regularly, it can help to reduce stress and relive the symptoms of mental health conditions like depression.
4. Set up a separate office space
Use a space in your home that’s designated solely for work. Your bed should be for relaxing in only, bringing work into it can interfere with your ability to relax later. Working from your couch can create mental associations that keep your mind occupied with professional obligations even during off hours. Even if you live in a small space, set up a desk and chair and separate the professional from the personal.
5. Schedule workouts
When you create your schedule, use the flexibility to your advantage. Schedule your workouts in so you can do them during lunch or after hours. Working from home can limit the amount of time you get out of the house. Exercise is a chance for you to leave and go to the gym or even do home workouts. | https://www.pallmallmedical.co.uk/blog/top-tips-to-stay-healthy-while-working-from-home/ |
Preschoolers stand out for their boundless energy and curiosity. And this might keep their parents in constant tension. Children pick up numerous new skills and learn a lot at during this time. It sounds wonderful, but parents are well aware of how challenging it is to manage young children who cannot sit still for even a short period of time. Therefore, social distancing for a child can be as hard as it is for the parents. Here are some tips what to do during this period:
- Aiding your kid to improve communication skills;
- Teach your kid to pay attention;
- Instruct the kid in teamwork;
- Teach your kid to adhere to instructions;
- Teach the kid how to use a stationary;
- Help the child develop independence;
- Establish a schedule for the kid;
- Don’t discipline the child too harshly;
- Avoid giving in to the child’s temper tantrums;
- Do not treat a child like an adult;
- Avoid flat-out refusing the child’s requests;
- Praise the child for good behavior;
- Do not set too high expectations for the child;
- Set a positive example for your youngster;
- Establish a close emotional bond with the child.
Let’s go into greater detail about the most important of them.
Schedules and Routines
Time management is a crucial aspect of modern living. The child must be integrated into schedule-based living from an early age, progressively including them in the process of developing a routine. For the preschooler, it’s crucial that everything goes as planned and follows the typical schedule. There isn’t a home schedule for kids that works for every family universally. As a result, we have chosen some fundamental guidelines that you may use to establish everyday activities for a child.
Parents should try to match the daily routine at home as closely as possible to the daily routine in the preschool facility in order to ease the child’s transition to the conditions there, especially after the social distancing is over.
Any person, regardless of age, must get enough sleep. It helps with the restoration of energy used while you were awake. The typical amount of sleep for children over the age of two is 11 to 12 hours. The youngster grows and gains knowledge of the world when awake. It is crucial to create a logical daily schedule that would take into account the child’s age-appropriate needs for nourishment and physical activity in order to develop naturally. Keep in mind that the ideal daily schedule enables discipline (helps maintain order in the area where the child plays, studies, etc.); improves health; develops skills for a healthy lifestyle.
The following factors should be considered by parents while creating a daily schedule at home:
- when creating the daily plan, it’s crucial to consider the child’s age-related characteristics and leave enough time for sleep;
- the youngster must be introduced to the daily routine gradually;
- the defined timetable must not be breached, and conformity with the intended schedule must be consistent and methodical;
- the proper daily routine must involve adhering to the sanitary and hygienic regime;
- it’s important to spend enough time outdoors with the child and to create environments that encourage him to engage in a variety of motor activities. For example, assist the child in descending and ascending the slide’s stairs, stepping over obstacles, carrying strollers or toy vehicles, etc.
Screen Time
Digital technology cannot be viewed as solely a harmful or positive thing. When humanity is forced to restrict movement and physical contact, screens enable us to stay in touch with our loved ones, continue our studies, and feel closer while still being apart. The amount of time a youngster spends behind the screen that is beneficial will depend on whether they are learning or honing their skills using various digital tools. What are bad screen habits? YouTube, Netflix, and TikTok are the platforms where children spend the most time. And here is where screens pose the greatest risk and harm since the child starts to view the device as the most alluring and easily accessible form of entertainment. In other words, kids spend time watching entertainment on screens rather than playing actively at home or with friends on the playground.
It is recommended for parents to monitor regular breaks in addition to the overall amount of time a child spends in front of a screen since doing so shields the child’s brain from overstimulation and avoids addiction. A maximum of 40 minutes of screen time a day is advised for children under the age of 10.
Parents Prioritize
First and foremost, parents should plan their days so that they as little as possible diverge from the children’s institution’s regular schedule. Psychologists advise writing a thorough daily plan on paper or stickers and hanging it so the youngster can see it all the time. They must have a clear understanding of what to expect throughout the day, including when to play games, read, and relax.
What activities should be prioritized during the day?
- Playful activities
Playtime activities help children acquire the skills and talents needed for self-care and adult assistance. Using a doll or other toy, the kid imitates and models cleaning, washing, dressing, eating, undressing, and other activities during tale role-playing games. https://remotepilot101.com
- Chores
Children like to do some household chores on their own, such as sweeping, setting the table, and washing the dishes. As a result, the kid has to be given work responsibilities.
- Artistical productivity
The child generally enjoys these activities the most: drawing, sculpting, appliqué, and construction. The youngster can express his or her ideas and creative abilities in various kinds of artistic and useful activities
It’s crucial for parents to keep an eye on how much time their kids spend on a computer or tablet. And it is essential to plan a vacation outdoors. | https://littlescholarsnyc.com/home-all-day-with-a-preschooler-tips-for-navigating-social-distancing-with-little-ones/ |
- Create a simple daily schedule
Include exercise, work, family, and relaxation. Stick to your schedule as much as possible and make your working, relaxing, sleeping, and waking hours as regular as possible. A stable routine helps you to find certainty even in times that may seem uncertain.
- Exercise regularly
Working from home gives you the opportunity to also do physical exercise in the hours saved, avoiding having to go back and forth from the office.
- Incorporate healthy meals into your eating routine
Eating healthy food gives your energy level a great boost. Junk food has the opposite effect and makes us feel sluggish.
- Create a good sleeping routine
It is challenging to disconnect when you work from home, and you often find yourself working well beyond bedtime. Set the alarm to start preparing for bed. When the right time strikes, stop doing anything else, turn off the lights, turn off the computer, take a warm shower, listen to relaxing music, or read a book.
- Maintain a correct posture and stretch
Sitting for a long time can strain your back and neck. Check the way you sit from time to time. To ease muscle tension, try taking a few minutes break every half an hour to get up and stretch.
- Pamper your eyes
To avoid looking at the screen for hours and over-straining your eyes:
- Take frequent breaks to look at distant objects.
- Make sure that the air from the fan and the air conditioning does not reach your eyes directly.
- Sit at a comfortable distance from the screen.
- Organize the workspace so that what you are looking at (screen or documents) is at eye level.
- Make sure you are working in a bright environment and adjust the screen so that there are no glares from other light sources
- Drink water
Drink at least 8 glasses of water a day to stay hydrated.
- Think positive
Try to find the positive aspects of working remotely. Think about how you can spend the time saved not having to go to the office doing the things you enjoy.
How to achieve and maintain well-being? | https://maximusitalia.it/en/8-tips-thrive-working-home |
Dr. Kelly Ross, a pediatrician with Washington University at St. Louis Children’s Hospital, discusses developing healthy routines for kids with hectic school schedules. Kelly is a working mom with teenagers who are involved in several extracurricular activities, and she has spent a lot of time looking at the research to make sure her kids are not overscheduled.
The task of creating balance in your child’s life may seem impossible with school and so many options of extracurricular activities. You want your kids to be involved in activities outside of school, but you also want to make sure that they are not overbooked and stressed because they have too much on their plate. As a parent, it is important to find a routine that works for your child as they take on more extracurricular activities in different stages of life.
There are a couple things to consider when assessing the appropriate number of activities for your child:
- What’s their temperament? Every child is a little different when it comes to the number of activities they can take on without being overwhelmed. Some kids thrive on having a highly scheduled life with something going on every hour. Other kids need to be encouraged to participate in activities and may be more easily overwhelmed by such a busy schedule. Gauge your child’s activities with their individual temperament in mind.
- What is their age? Four year olds having an activity every day when they don’t have homework and don’t have a certain time they have to wake up every single day is fine. As kids hit middle school and high school, balancing activities becomes more of a challenge with added homework. Extracurricular activities are good, but remember to keep a balance in your child’s life. A general rule of thumb for middle school and high school is to pick two activities that your child really enjoys.
Technology can be a great solution for allowing you to create a healthy schedule for your child, especially for working moms. You can set limitations on the technology your child is using or you can also use technology to know that your child is where they say they are. In addition, using the buddy system with other moms can help you establish a schedule for your child that works with your schedule as well.
Maybe one month into the school year, do a check-in to see if your child’s schedule is working. A few questions you should ask yourself to assess whether the routine in place is working for your child are:
- Is my child getting enough sleep?
- Are they getting their homework done?
- Did they seem stressed?
- Do they seem bored?
- Are they spending too much time on electronics?
Use all of the information that you gather to determine how your current scheduling is going. Checking in frequently will allow you to figure out how much scheduling your child needs and what works best. | https://childrensmd.org/browse-by-age-group/school-age/creating-healthy-school-routine-child-avoid-overscheduling/ |
Social support is the support an individual can access through social relationships with other individuals, groups, and the larger community. In tough times, whether you have had a bad day at work or have been dealing with different grievances or illnesses, having strong social support can help regulate our emotions to feel safe and loved. Social support typically consists of family members, close friends, or even peers at work who you trust and feel safe around. You can create and cultivate these types of relationships during any period of your life.
Why is social support important?
In the absence of social support, there can be unpleasant feelings like isolation, depression, and loneliness. These difficult feelings can also manifest in the form of headaches, fatigue, and increased risks of cardiovascular diseases, among other types of illnesses. Having strong social support is very important to leading a balanced life.
How to maintain your relationships?
For many individuals, the quality of their relationships is a major factor in their personal satisfaction. Supportive relationships make people feel good about themselves and are more optimistic about the future. Having supportive relationships can also help people feel less stressed and increase their self-esteem as well.
- Expressing positive feelings and being a good listener.
- Check up on each other from time to time.
- Try to understand the other person’s point of view; put yourself in their shoes.
- Do things together. This could be a quick visit to the coffeehouse, or a phone call to check in with them.
- Be there for the other person and help them when they need it.
- Be willing to compromise but stay respectful to your boundaries.
Fear of losing contact and homesickness
While traveling abroad can represent a new exciting adventure for some people, sometimes we are susceptible to experiencing homesickness. It especially stems when there is a lack of connection or social support in our lives. Homesickness is essentially the longing one feels when they are away from their home, and it can be a hard feeling to go through. Learning to combat is an important step towards well-being. Below are a few ways to cope with homesickness. (Thurber & Walton, 2007)
Homesickness is a tough experience to go through. The tips mentioned below will help you cope with homesickness, or even prevent you from feeling homesick. Taking care of yourself mentally and physically will allow you to navigate through these strange times smoothly, and it will help you build resilience that will allow you to accept the changes that are a part of your everyday lives.
Tips for when you feel homesick
- Acknowledge how you feel
Acknowledge how you are feeling at the moment and write it down. You can use a journal, or you can talk about these feelings with someone you trust. This will help you understand the root cause behind your feelings.
- Change your perception
Change the way you talk to yourself about your new home. Call it your home and commit to it mentally. The way you think about places or things will either make or break your experience.
- Create a routine
Routine and structure are wonderful for mental health. You can form positive daily habits that will help you get back on track mentally. Even finding new hobbies or making time to practice things you love will create a tremendous balance in the recent shift in your life.
- Social support
Meet new people and create a social support system for you to rely on.
- Self-Care
Remember to take care of yourself by practicing healthy activities such as exercise, practicing gratitude, and eating healthy food. Remember that a sound mind dwells inside a sound body.
- Make time for friends and family
Schedule time to speak to friends and family over the phone. We are lucky to live in the age of technology where many free apps allow us to speak to our friends and families through video calls. Take advantage of such technology to combat your homesickness.
- Talk to a professional for support
Sometimes we may require more support even when applying some of these techniques. Talking to a professional and seeking support during this major transition can help. Saaya Health is here to help you in these situations. You can seek help through our website http://online.saayahealth.com.
Related Blogs
Set SMART (Specific, Measurable, Attainable, Relevant, and Time-based) goals that you can track.
Mental Health issues are on the rise. According to the mental health foundation, 1 in 8 adults receives mental health treatment. | https://saayahealth.com/2022/04/homesickness-and-the-importance-of-social-support/ |
7 Tips For Working From Home (while balancing a busy life in 2021)
Hi WFH Warriors,
I wanted to take a moment to offer some work from home tips that I have found to be helpful. As you know, our goal, here at 5th & Wimberly, is to create a home office environment that is healthy, functional, comfortable and peaceful. Here are some tips to do just that:
1. Design Your Workspace
Create a designated work zone in your home. Set aside a space (away from distractions) where you can focus and get into work mode.
If you can, stay far away from distractions in your home by utilizing or creating a dedicated workspace. Having a space to work that is separate from where you relax is helpful to maintain some semblance of a work-life balance. If you don't have a separate room designated as your workspace, consider using a room divider to intentionally set aside a space that is just for working hours.
2. Create a Schedule
Plan to wake, exercise, eat breakfast, dress, begin work & take breaks around the same time each day. Getting your routine started early will give you the best chance for a productive day.
Plan out your day in advance. It's helpful to make a schedule to increase productivity. You can also set daily goals by focusing on three big tasks a day.
3. Celebrate Small Wins
Set goals & feel great achieving them.
Start your day/week by creating a prioritized list for the day. Add the high priority tasks to your day's schedule to ensure you have time to complete them.
Whether they are significant goals or small wins, it's a good feeling to be able to look back over all the accomplishments you have made to see your progress.
4. You Deserve a Break
Work-life balance is never more vital than when you are working from home. Carve out time each day for brain breaks - take a walk, meditate, play with your kids or pets, or create your own way to step back from it all.
Everyone needs a break sometime. Don't forget to take a fiver so that you can relax & refocus.
5. Tap into Your Resources
It's ok to not have it all together & feel overwhelmed. Reach out to to a counselor or trusted friend to discuss how you're feeling.
Working from home can feel isolating. Voicing your feelings can help release stress. It is important to be intentional about reaching out to friends and/or trusted advisors to stay connected & improve overall mental health.
6. Create a Vibe
Create a work-from-home playlist that will energize you throughout the day.
If listening to music while working is not a distraction, add songs to your lineup that you love. Jam to classical, easy listening, hip hop, or whatever you enjoy...just don't forget to turn it down for meetings ☺
7. Stay in Contact
Keep your employer & co-workers aware of any changes that may affect your productivity.
Give colleagues a heads up, if you anticipate potential distractions, to ensure that all bases are covered.
Do you have a dedicated home office space? How do you maintain a healthy Work/Life balance? Leave a comment below and let me know. | https://5thandwimberly.com/blogs/work-from-home-life/7-tips-for-working-from-home-while-balancing-a-busy-life-in-2021 |
A Guide to Effective Time Management at Home
As schools across the nation close their doors for the remainder of the semester, students are relocating their educations online. Self-quarantining while maintaining full-time status means leaving our friends, apartments, and lifestyles; many zoom memes and, in my case, a mild existential crisis. This change has left students questioning and will continue to influence the ways we use (or misuse) our time. Because of this transition, I have compiled some of the tips that have helped me adjust to online learning and give this period of self-isolation a purpose.
Stick to a Schedule
Making and sticking to a weekday schedule will help you maintain your workload and your sanity. In creating your schedule, I suggest composing a list of important dates and deadlines, school and work assignments, as well as personal responsibilities and prioritizing them by date and amount of time they may take. On a typical weekday, I wake up at 10 a.m., proceed with my morning routine (which I’ll talk about later), do a 30-minute workout, “attend” classes and do necessary work, go for a run or walk, take a drive with my family, destress with my night-time routine, and go to bed no later than 2 a.m. Though having a set schedule each day can seem monotonous, I try to mix it up by switching locations, providing buffer time between tasks, and giving myself incentives to complete these tasks.
Balance Your Days
Balancing time spent focusing on school, preserving and improving your mental and physical health, spending quality time with your family, and maintaining a healthy social life from home are imperative in successfully self-isolating. This balance will help you focus on what’s important and will keep you motivated and working towards your goals, despite the circumstances. I make it a point to “attend” classes at their “physical” times on weekdays, complete my most important tasks in the morning, go for a run or walk and workout, make and eat healthy meals with my family, and connect with my friends each and every day.
Keep Track of Your Time
Being intentional with what you are spending your time doing is the most important step in refocusing this time into yourself. I try not to spend every moment plugged in and avoid certain forms of social media (especially Tik Tok after midnight). Limiting the amount of time you spend online (including doing school work) and setting time limits for tasks will not only limit procrastination but also allow you to allot time for the things that matter most, like your mental and physical health or schoolwork. After taking stock of the time I spend on nonessential tasks, I am better able to prevent distractions and stay more focused.
Make a To-Do List
Not only will making a daily to-do list allow you to track the progress of goals and projects, but it also reduces any stress associated with remembering tasks, dates and deadlines; and highlights what you have already achieved to keep you moving forward. Creating to-do lists has become a feature of my night-time routine, which allows me to plan ahead and gives me an idea of what my day will look like before it even starts. Personally, I make daily, weekly and yearly to-do lists of things I want to accomplish so I can better track my growth.
Establish Morning and Night-Time Routines
Establishing functional morning and night-time routines are ESSENTIAL in maintaining your day-to-day normal. My morning routine consists of waking up (I’m not a morning person), a morning meditation, taking my supplements with lemon water, listening to a podcast or reading a book outside, and doing a workout, whether its yoga or cardio. This allows me to start my day off right and sets the tone for what’s to come. After a long day of digital lectures and remote work, I destress through my night-time routine, which consists of watching a show or movie with my family, showering and skincare, drinking a cup of tea, making my to-do list for the following day, and, of course, going to bed (I’m a self-proclaimed night owl).
I know that this process will be difficult and that many are struggling to transition to their new digital normal, but we’re still in this together. It may be easier said than done, but I plan on using this time to improve my health, appreciate my family, and accomplish tasks that I’ve been putting off. Our college experiences WILL move forward, despite this pandemic.
Want to see more HCFSU? Be sure to like us on Facebook and follow us on Instagram, Twitter and Pinterest! | https://www.hercampus.com/school/fsu/guide-effective-time-management-home |
over 897.1 million children and youth.
Since many of us are trying to balance work from home responsibilities with our children’s schooling and care, we’ve put together a few tips to help navigate this time.
Five Tips to Navigate Time at Home with Children During Coronavirus
1. Create a schedule. Setting up a daily routine is beneficial for all children, but can be especially useful for children with ADHD so they know what to expect and it encourages self-regulation. Keep your child’s normal sleep routine, and set a schedule not only for individualized learning, but also for meals, breaks, physical activity, and free time.
2. Empower your child. Children can use the Time Timer to help them set and track their own time and have a say in their individualized learning. Time Timer visual timers give children the ability to have a concrete, visual representation of time, and they can set the colored disk themselves and watch the time disappear.
While keeping a regular schedule is important when it comes to independent learning, it can mean scheduling allotted amounts of time, rather than a time of day. This may help some children focus on a particular subject or task. For example, students may focus better and keep track of their own time when they know they should be spending 40 minutes reading and 20 minutes on math. With scheduled durations for school assignments, your child can manage their learning independently.
3. Make it fun. Be sure to make time for fun and break up learning sessions with times for games, special projects, or pursuing individual interests. Brainstorm projects and activities with your child for things you can do around the house, or for younger kids come up with a list of things they love for them to choose from. You might pick theme days, do puzzles, read stories together, plan a kid-friendly science experiment, or “play restaurant” and have your child help with meal planning by getting creative with what they can make from the pantry.
4. Be active. While we are staying home, it’s important to stay active and get outside when we can! Play backyard games, take walks in your neighborhood (if you and your children are healthy, while maintaining a safe distance from others), have dance parties, or practice yoga with Cosmic Kids Yoga, play activity games.
5. Curb screen time (and stay connected). Of course, you are likely juggling a lot right now between working from home and childcare. Screen time will happen, so plan for it with scheduled times and try to choose videos that are educational (animals and nature are always popular!) or are interactive, such as FaceTime with family and friends to stay connected with loved ones during this time. Sticking to a schedule and daily routine and using the Time Timer can help to limit screen time to certain periods.
For individual learning, we recommend the Time Timer PLUS or the Time Timer MOD.
- The Time Timer PLUS is available in 5-Min, 20-Min, 60-Min, and 120-Min durations and has a portable handle with a protective lens, making it easy to carry to different activities or tasks.
- The Time Timer MOD is a 60-minute visual timer that caters to the senses. Its silicone cover creates a softer sensory experience and the cover is available in various colors that can be switched out for different activities or preferences.
View all the Time Timer products here.
Additional Ideas, Support, and Resources
See below for a sample schedule for kids with ADHD, as well as links to virtual museum tours and concerts, activities to keep your kids engaged at home, free subscriptions to education websites, internet access provisions, and websites that offer free audiobooks and eBooks.
- Use this sample schedule for elementary school kids with ADHD learning from
home from ADDitude magazine.
- Take a virtual tour of museums around the world to experience arts and culture from your home.
- 50 Activities To Keep Kids Busy during social distancing. | https://robo-toys.eu/how-to-manage-with-kids-at-home-during-school-closures/ |
Back-to-school season comes with anticipation and excitement for what’s ahead in the new year. But the start of school can often feel overwhelming enough to create anxiety and stress for families.
Here are 8 tips to make the transition back to school a smooth one.
Ease into a New Routine
Summer often means later bedtimes for kids, unstructured mornings, and a slower place in general. About a week before school starts, start practicing your new back-to-school routine with an earlier bed and wake-up time so your kids can eat breakfast, get dressed, and head out the door. This will help them get into a predictable flow and help the change not feel less abrupt. Children are often more comfortable with routines, and a little practice will make the first day of school easier on everyone.
Talk to Your Children About What Will Change
Communicating with your children about what’s expected during the school year is important for a smooth transition. Explain clear guidelines about homework, bedtime, and getting to school on time every day. Ask your children if they have questions or input, and listen to any concerns they might raise. The conversation should be focused on just two or three points, but keep the dialogue open so children can participate.
Set a Solid Sleep Schedule
Proper rest is important for a healthy and productive school year, so it’s imperative to establish a regular bedtime routine. A bedtime of 7 to 8 p.m. is recommended for younger children, and preteens should go to bed no later than 9 p.m. To help kids feel rested, remember how much sleep their bodies need. Kids ages 5 and 6 need 11 to 12 hours of sleep each night while 7 to 12 year olds need 10 to 11 hours. Twelve to 18 year olds should sleep 8 to 9 hours.
Prepare a Designated Study Area
Establish a special place at home for your child to do homework. The space should look and feel consistent so kids so they can easily find the tools and supplies they need to study. For an effective work environment, make sure you remove all distractions by keeping smartphones and other technology out of reach. Set clear limits with your child and let them know that using social media—Snapchat, Instagram and Facebook—is not allowed during study time.
Set up a Calendar
A new school year means a new set of school functions, after school activities, and parent-teacher conferences. Keeping a dry-erase board or large desk calendar in your kitchen is an easy way to help your family keep track of upcoming activities, meetings, pick up times, and playdates. While keeping important dates written down in your day planner or stored in your smartphone is a good idea, a calendar for everyone to see at home is helps your family be on the same page.
Find a Balance with Afterschool Activities
Structure and routines are beneficial to children, and afterschool activities can help children thrive. Joining the soccer team, participating in theater, or taking dance lessons help children develop socially, build confidence, and burn off energy after being in a classroom all day. The trick is finding the right balance. Wondering if your child is overloaded? If they are struggling to finish their homework, get at least eight hours of sleep each night, and hang out with family and friends, then they are likely spread too thin.
Get Organized for Lunches and Snacks
Back to school means packing lots of lunches. Clear out a section or your refrigerator for school lunch items that need to be chilled—sandwiches, veggies, fruit, grab-and-go yogurt, and cheese sticks—so you can quickly add them to your child’s lunchboxes. For afterschool, make a snack station by clearing a pantry shelf that’s low enough for your kids to reach so they can help themselves to snacks like granola bars, raisins, nuts, and other healthy treats.
Create a Filing System for Important Papers
Setting up a filing cabinet or three-ring binder or even a folder on your computer where you can keep schedules, class lists, and teacher contact information is a good way to stay organized. When your child comes home with schoolwork or artwork, figure out what can go and what stays. Place any keepers in a storage bin and go through it at regular intervals to see which items you want hang on to for good. At that point, place those items in a three-ring binder for safekeeping.
Stay healthy this Back to School
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Telling stories with the goal of building a consumer revolution that nurtures the health of the next seven generations and beyond. | https://www.seventhgeneration.com/blog/8-ways-find-your-groove-back-school |
Over the past few weeks, there has been a monumental shift from in-office to remote work. More people are working from home than ever before, many of whom have little to no experience working outside of an office or corporate structure. As if the unfamiliarity of remote work wasn’t enough – many are working from their homes while their partners and children are also home. As you work to get your bearings in this era of telecommuting and remote work, there are some simple strategies you can use to maintain high levels of productivity and satisfaction.
Make space for yourself
With school closures and remote work taking over the traditional corporate experience, you will most likely be working from a full house. Kids need entertainment, dishes need to be washed, and dogs need to be let out. You will face more distractions, which is why you should establish boundaries that help you separate your work life from your home life.
Create a makeshift office space in your bedroom, the kitchen, any room or corner that can be closed off to limit unnecessary “traffic”. Finding a space with good natural lighting, and seating comfortable enough for an 8-hour workday will help keep you alert and productive. Create a schedule with your household to help keep the day regimented, giving yourself enough space and time to perform your duties.
Establish a routine
One of the best ways to stay focused is to train your brain and follow a routine. If possible, keep your work from home routine close to your in-office routine. Wake up around the same time, change out of your pajamas (sweatpants ARE acceptable remote work attire), and log on at the same time each morning. Maintain clearly defined work hours and take breaks during your usual break times to stay in a productive mindset.
Keep communicating
Maybe you’re used to punctuating your day with water cooler talk or socializing in the breakroom. Social engagement and communication with your coworkers don’t have to stop with remote work. Take advantage of video chats, instant messaging, and teleconferencing. If anything, communication with your peers and supervisors is more important now, to ensure the work you’re doing is properly prioritized and executed. Check in regularly and reach out when you need to.
Check your tech
Technology is what makes remote work possible. At the end of each workday, make sure that all of your technology – phones, laptops, tablets, and wireless headphones, are charging for another full day of work. If something isn’t working as it should, reach out to your company’s IT department immediately so you don’t experience any disruptions in your workday. Check your tech to make sure you have everything you need to do your job to the best of your ability and if you don’t, reach out.
Give yourself time to rest
Remote work can make it easy for some to blur the lines between work and life, allowing the workday to bleed into personal hours and vice versa. To avoid burnout, don’t forget to rest. Take your scheduled breaks, and when your workday is complete, log off until your next shift. The world is facing troubling times, and it’s just as important to stay rested and healthy as it is to remain productive.
It's easy to feel overwhelmed by the new challenges remote work presents, but with these strategies and a little time to adjust, you’ll be ready to handle whatever the day throws at you. | https://www.ultimatemedical.edu/blog/5-strategies-for-staying-productive-with-remote-work/ |
This article about how to stay sane and healthy while studying remotely was published by the Great British Mag content team on 16 April, 2020
Adjusting to social distancing and studying remotely is tough, but it doesn’t have to be impossible. Here are some dos (and a few don’ts) to keep you focused and healthy.
DO create a routine for yourself and stick to it
Creating a routine will help you adjust to your new way of living. Try to wake up and go to bed at the same time each day. Get dressed as you would normally. Continue eating your meals at the times you’re used to. Regularly tidy up your living space. If you have a hard time keeping to a schedule, try writing one out and putting it on the wall.
DO keep up with your studies
With the disruptions to your schedule, it might be difficult to focus on your coursework. However, thinking about something besides the pandemic can help ease your anxiety about it. Attend your virtual class sessions or listen to the lectures your professor uploads and take notes like usual Make studying social by using tools like Microsoft Teams or Zoom.
DON’T overwork yourself
Don’t spend one day a week doing all your coursework and do nothing the rest of the week. Pace yourself! Maybe listen to a course lecture one day and then do the course reading the next day. Work on one task every day so you’re productive but don’t overwhelm yourself.
DO have a designated area to study
Create a study zone where you are comfortable and can concentrate. Before each study session gather everything you will need. If possible, create your workstation near a window so you have good light and weather permitting can have a window open to let in fresh air.
If you are in a flat share discuss having a study area that is quiet and tidy that everyone can use.
DO take regular breaks from your screen
Studying remotely involves A LOT of screen time, which is hard on your eyesight and brain. You might be tempted to spend all your study breaks on social media or watching Netflix, but get away from the screen for an hour or two. Be creative – cook, do a puzzle, read a book, knit or ring someone on the telephone just to chat. You’ll save yourself a lot of headaches.
DO exercise regularly
Use some of your day to exercise whether that’s indoors, on your balcony or in a local park (if you are not self-isolating). Exercise is a great way to keep your energy levels and mood up. Begin your day with stretches or yoga.
While gyms are closed, there are plenty of cardio and strength workouts you can do at home and without equipment. Follow an exercise class online or use your furniture as props for some exercises.
DO ask questions
If there has ever been a time when we need to be okay asking for help, this is it. If you’re unsure about your coursework, your professor is just an email away. Ask your friends too. Remember that everyone is in the same boat and no one has to do it alone. No matter what your concern is, reach out to someone. | https://greatbritishmag.co.uk/student-guide/how-to-stay-sane-and-healthy-while-studying-remotely/ |
Erika shares her four top tips for teachers to lead a healthy and balanced life in the new year. She focuses on teacher self-care, time-management, and organization. She also shares a digital planner she designed to help you get started on the right track in 2019.
Morning Routine: A list of activities you complete every morning to start the day off right. You might have different morning routines for weekdays you teach, weekdays you don't teach, and weekends.
Night Routine: Like above, only these activities are done right before bed. It's recommended that we stop looking at a screen at least 30 minutes before heading to bed. What relaxing activities would you like to do during that liminal time?
Block Scheduling Routine: For college instructors, our work is often divided into the big trio: teach, research, service. So, consider how you want to divide your days and hours doing these different types of work. Perhaps, Tuesdays and Thursdays are days you focus on your teaching responsibilities. Mondays and Wednesdays can be all about your research. Other than meeting times you don't have much say over, Friday's can be a day focused on service work. Or, maybe you want a time-based schedule: 9-11 AM focus on teaching tasks, 1-4 PM focus on research tasks, 4-6 PM focus on service tasks, etc.
Socializing Routine: While socializing in general can't fully be planned via routine, you can still create routines for certain types of socialization. For example, you can set a certain day or time to be the best time to call a family member to catch up. Or, you can join a community book club, running group, or other membership that designates a certain day/time for a meeting.
Cleaning Routine: A clean and organized personal and work space can make all the difference. Setting certain cleaning tasks to certain days/times can make sure you're not overwhelmed with clean-up tasks before your next get together at home or the next time you need to work on a big project and can't find what you need in your desk drawers.
"Work routines are often built-in in office jobs. For teachers, though, the work hours outside of the classroom can be designed in many ways."
Workout a designated amount on a weekly or daily basis: Most smart-watches now have a step counter built-in. It's recommended that adults walk 10,000 steps a day. I'm nowhere near attaining that level of movement a day. But, it's something I'm working towards with the help of my step and workout tracker (an iWatch I received for Christmas now, a Fitbit for the last few years). As for workouts, I'm working on creating the habit of working out 3 days a week.
Go to bed at the same time every day: Sleeping enough hours a night is so important for your health and productivity. Going to sleep at the same time can help make your wake-up time more consistent, as well. Of course, going to bed at 2 AM every night isn't the ideal. I'm planning on 11 PM for now.
Answer work emails during a designated time: Constantly checking for new emails is incredibly distracting. If you tell your students (and coworkers) you have a designated email time, then they can know when they can expect to hear back from you and you can ensure that your designated work and personal time is not interrupted by answering emails. I add my email times to my syllabus, under the office hours information.
Read a chapter of an educational/inspirational book before bed: As long as it's not an ebook, this habit can be a great addition to your night routine. You get a break from screen time before bed, and you learn something new about topics that interest you.
Here are the digital notebooks I've created and my blog post about using them.
Here are the academic digital planners I created in the summer and an additional blog post about using one.
I also have recommendations for professionally-made digital planners, in case you want to go all-out.
Finally, here are some digital tools that can help with goals and habit tracking.
"Having goals or resolutions for the new year is good. Writing or typing them out and creating action plans for them is better. "
A quarterly system might not work for you. All I’m recommending here is that you consider how you might break up your year and your goals down so that you can accomplish everything you want in the year to come.
Here are some additional resources for how to make 2019 your best year yet: How To Turn Teaching Goals into Teaching Habits and Maintaining Your Mental Health As A Teacher.
Share how you plan to make 2019 the best year yet with us on Instagram, Facebook, Twitter, Pinterest, and Google+.
Erika Romero is a PhD Candidate at Illinois State University, where she researches children's and young adult literature and their many popular culture adaptations. She loves designing and teaching undergraduate courses in children's literature, young adult literature, and composition. During her spare time, she blogs about teaching tips, tools, and resources on her blog, College Life: Instructor Edition. | https://www.teachervision.com/blog/morning-announcements/four-tips-making-2019-your-best |
As a new mom to a 6-month-old baby, I fully transitioned to working from home once I returned from maternity leave. However, since the COVID-19 outbreak, my husband and I are now both working from home and without childcare. Yikes!
Many parents are facing similar scenarios with daycares and schools shutting down. While it’s a positive measure to avoid further outbreak, it’s challenging to balance work and home life! Below are suggestions from AvePoint staff with kids of all ages and how they’re making this “new normal” work for their families. Read on to learn about their tips as well as available resources, activities, and a sample WFH schedule with school-aged kids.
5 Tips for WFH with Kids
- Talk about your work with your family & establish guidelines. It’s easy to see you working from home as a sign that you’re “here to help,” but letting your kids see what’s required from your work is really important to maintain a healthy separation of duties. You may find out things too, such as how your constant “shhh!” during your customer meetings make your children feel! Find a healthy and respectful boundary during two-way talks about this. Explain when you’re available or not available for certain periods of time, when you’ll take breaks, and your standard working hours.
- Carve out a working space in your home & implement physical boundaries. This may be a home office, desk, or table that you set up as your “workstation.” Implement physical boundaries if you can (for example, door closed = do not disturb; door open = you’re welcome to interrupt).
- Try to maintain a regular schedule & plan in advance. Keep your own calendar organized and prioritize work calls with other tasks you must finish. If you and a partner are both working from home, it can be challenging to balance phone calls with quiet time. Try to build a process where you can compare calendars and stagger calls if needed. A friend of mine has guest teachers help out during her kids’ “school days.” These guests could be grandparents or other family members who can interact with the kids via video chat. It makes everyone feel good and the parents can get some uninterrupted time to work!
- Have a routine, but don’t always anticipate being able to stick to it. Although you can plan out your day with meetings and calls, there will be times that you can’t stick to the plan. Anticipating deviation prevents frustration (sometimes!).
- Extend grace and accommodate for the unexpected. If working remotely is new to you, it’s also new to people you work with and live with. There will be occasional distractions such as unexpected noises, technology hiccups, or unreliable internet connectivity. As such, be patient and show grace to colleagues as they adjust to this new mode of working. Let others know the situation too by mentioning that you have small children at home and that participants may hear some background noise. Consider using a noise cancelling app during calls. Krisp is a free app that improves sound quality and reduces background noises during video and voice calls. A few of us here swear by it!
Resources & Activities for Families
- Travel the world without leaving your couch. Google Arts & Culture has provided an online experience through 500 museums around the world. With an A-Z listing or interactive world map to choose your museums, this resource allows you to learn and provide world culture with your family.
- Keep the learning alive. Scholastic’s Learn at Home has grade-level specific learning courses and curriculum for your children. They also have learning opportunities for families and offer courses in multiple languages!
- Exercise! Join UK-based Personal Trainer for “P.E. classes” at 9:00 AM GMT to help kids stay active. Classes are available to stream on YouTube for anyone who can’t tune in live.
- Present the facts and appropriate impressions. The CDC has put together guidelines and support for how best to discuss this COVID-19 pandemic with your children. Look to your school district for support in messaging as well.
Sample WFH Schedule
Below is a sample schedule from one of our parents who is working from home with his spouse and two school-aged children.
Working from home with kids is challenging and no day will be perfect or go according to plan. Although you’re out of your “normal” routine, keep in touch with your support network and be sure to step away from the computer for family time (if you can) throughout the day. Others are in a similar boat, and eventually, we will come out of this stronger!
Do you have any tips of your own? Comment and share below! | https://www.avepoint.com/blog/careers/wfh-with-kids-finding-serenity-in-the-chaos/ |
Our daily lives continue to change as we all are learning how to live with the transitions brought on by the pandemic, COVID-19. One of the biggest challenges facing parents is the transition to kids learning from home for the next few weeks or more. Here are a few ways that you can create a positive learning environment in your home for you and your family.
• Create Routines– Children thrive on consistency, especially in times like these. Here is one example of a daily routine which may be helpful.
• Communicate with Classroom Teachers-Make sure you have all the materials, books, passwords you need for successful online learning.
• Schedule Recess/Playtime– It is helpful for kids to move their bodies and take a break from work and to also know when this time will fit into their day. Nature walks are a great way to be outside, exercise, and build science-related skills. Check out the following aps for Bird Watching and tree identification.
• Use Screens Wisely– Consider searching for more educational sites for kids to watch and be conscious of how much time is being spent on movies and TV shows.
• Work on Broader Executive Function Skills – This includes skills such as problem solving, time management, goal setting and organization. Provide sorting activities, have a child create their own schedule, set a daily goal, practice telling time or play some problem-solving games such as Heads-up, Charades or Guess Who. Consider using technology to create a digital whiteboard to schedule academic time, down time, chores, etc. (e.g., Whiteboard by Liveboard).
• Connect with Friends – Establish times where your children can connect with peers via FaceTime, Skype, or Zoom. Perhaps have them create a virtual bookclub or art share time.
Please check out these helpful resources regarding at-home learning: | http://www.portsmouthneuro.com/planning-a-successful-transition-to-learning-from-home/ |
The school holidays are just around the corner. While your children are probably very excited to sleep in and not have to do homework, keeping them in a regular holiday routine is important. Our Speech Pathologists and Occupational Therapists stress the value of maintaining holiday routines for all of our families in our Bondi Junction clinic.
Routines are an important part of keeping your children on the right learning path. Routines allow children to stay calm. Children are more complaint when they know what is expected. The return to school is easier when a holiday routine has been maintained.
A regular sleep schedule helps children fall asleep more easily. It reduces stress and promotes relaxation.
Don’t let your children sleep in too much during the holidays. Sleeping in becomes a habit that has to be broken when children go back to school.
Have meals at the same time in the holidays as you do during the school term. This will keep energy levels up and reduce snacking.
The holiday break brings lots of sugary temptations, so regular meals are a way of controlling them. It is just as important to eat a good breakfast during the holidays.
It can be hard to maintain a regular routine when travelling. Keep the times for sleep and meals the same when you are away.
Tell your child what is happening each day.
Discuss when they will be going out. This can be to go to the playground, swim at the beach or visit friends and relatives.
Explain what part of the day they will be at home. The time at home is to play, read, and join you in activities such as cooking.
Any activities before bedtime should be quiet, calming activities.
Set chores for different times of the day and establish the expectation that your child will help out at home with jobs.
The habit of daily chores jobs children life skills and helps maintain a routine during the holidays.
Children who have jobs during the holidays cope better when it is time to go back to school.
It is important to do this for preschoolers. It is equally important for school aged children. When young children don’t read for the summer holidays they can experience the ‘summer slide’. Their reading skills go backwards and they have to catch up to where they were before school finished.
Studies have shown that children spend over 10.5 hours on screens during the holidays, and this leads to poor behaviour.
Limit screen time to a maximum of 2 hours per day. This includes TV and playing on devices. Set the time that screens can be used and stick to it.
Screens shouldn’t be used in the morning. Watching some TV after lunch is one way for children to have quiet time during the middle of the day. Using devices in the late afternoon. Devices shouldn’t be used after dinner or close to bedtime.
Don’t have any screen time after dinner.
WHERE CAN I FIND OUT MORE ABOUT HELPING MY CHILD WITH ROUTINES ?
OneOnOne Children’s Therapy is located in Bondi Junction in Sydney. Our team of Speech Pathologists, Occupational Therapists and Psychologists have the knowledge and experience to support children with developmental delay and global developmental delay. If you want to find out more about tour services call our clinic on (02) 80657837 or email us. We are always very happy to answer any of your questions.
Next How do children learn to hold a pencil correctly? | https://www.oneononechildren.com.au/2018/10/03/keeping-a-holiday-routine-makes-a-difference/ |
Model for Inclusive Curriculum: Approaches and Dimensions
Source: Peel District School Board (2000) The Future We Want: building an inclusive curriculum. Mississauga, ON: Peel District School Board.
How to use this tool
This tool can provide an introduction to inclusive curriculum and its multiple approaches and dimensions. It challenges educators to think about the curriculum they plan and ask: how does what I teach fit into the approaches and dimensions outlined below? Moreover, it encourages an approach to the curriculum that empowers students in how they understand the community and the world, and supports them to take action for social change. Annotated resources help educators move their curriculum along the continuum.
Note: It is important to recognize that curriculum is not just the textbooks, handouts, storybooks, and course outlines. Curriculum is everything in the school environment – from the texts to the seating plan to the posters on the wall. Consider the resources, paper, electronic, human and otherwise you use as an educator.
What does inclusive curriculum mean?
1. Inclusive curriculum is an approach to learning and teaching which recognizes and values the rich diversity of our school population. Both in its content and methodology, inclusive curriculum seeks to recognize and to affirm the life experiences of all students, regardless of gender, place of origin, religion, ethnicity and race, cultural and linguistic background, social and economic and status, sexual orientation, age and ability/disability. The goal of an inclusive curriculum is to create a learning environment which reflects, affirms, and validates the diversity and complexity of human experiences.
Examples: 1. Instead of studying history through the lens of the white settlers or the white men who (for the most part) have written our texts and written ‘history’, an inclusive history curriculum recognizes the contributions of all groups, including women, immigrants, Aboriginal peoples, people from all classes, religions, and sexual orientations. 2. The school’s morning inspirational readings should be drawn from diverse sources and include the voices of individuals and groups from both dominant and non-dominant cultures and perspectives.
2. An inclusive curriculum goes beyond the ‘heroes and holidays’ approach that looks at the contributions of African peoples during Black History Month, or perhaps looks at women’s rights on International Women’s day. An inclusive curriculum incorporates the contributions, injustices, and struggles of all groups within the traditional curriculum. An inclusive curriculum questions power relations and asks: Why do these power relations exist? For the benefit of whom? Inclusive curriculum addresses “isms” such as ageism, racism, sexism, classism, anti-semitism, heterosexism, faithism, lookism, ableism. It also looks at how these ‘isms’ are linked.
3. An equity-minded, inclusive educator also forms relationships with her or his students and learns about their heritages, their life experiences, their diverse learning styles, and their multiple capabilities. She or he acknowledges that each student is a competent learner who has much to bring to the classroom, and looks for ways to engage students with issues and approaches that matter to them. For example: When studying immigration, an equity-minded teacher may ask students about their own history and the push/pull factors that led their families to immigrate. The students may be asked to interview community members about their immigration experiences. Inclusive educators include students’ experiences and community resources (including parents) in the curriculum.
4. An inclusive, equity-minded educator sees the importance of teaching through an equity lens and does not see equity as icing on the cake. Too often, equity is seen as an add-on after thinking about the Ministry curriculum, the resources and texts provided, learning styles, etc. Equity should be a guiding principle when planning content, field trips, classroom layout, teaching strategies, and assessment/ evaluation tasks.
Inclusive Curriculum: Approaches and Dimensions
James Banks in Multicultural Education: Historical Development, Dimensions outlines four approaches to curriculum reform (contributions, additive, transformation, and social action), and details five dimensions of that reform (content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture). His model focuses primarily on racial and ethnic minority groups, but [the Peel DSB has] redefined the: "approaches" and "dimensions" below to include all diverse groups. Please note that in actual teaching situations, the four approaches and the five dimensions are often combined and used together.
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APPROACHES TO AN INCLUSIVE CURRICULUM
Contributions
Additive
Transformation
Social Action
The four approaches work as four levels on a continuum. For example, the "contributions" approach offers a starting point, but can also be used as a way of moving on to other more intellectually challenging approaches, such as the "transformation" and the "social action" approaches. As Banks explains, we should develop a curriculum which goes beyond hero/ines and holidays to one that is transformative and teaches decision-making and social action skills.
Similarly, the development of an inclusive curriculum can begin with the dimensions of "content integration", though it should not stop there. The dimension of "knowledge construction" is essential to an inclusive curriculum, as is an "empowering school culture" if students and teachers are to achieve a social action approach.
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DIMENSIONS OF AN INCLUSIVE CURRICULUM
Content Integration
Knowledge Construction
Prejudice Reduction
Equity Pedagogy
Empowering School Culture
Inclusive Schools Organizing Committee, “Inclusive Curriculum.” TDSB Equity Department. No date.
Banks, J. A. (1995a). Multicultural Education: Historical Development, Dimensions, and Practice. In J. A. Banks & C. A. M. Banks (Eds.). Handbook of Research on Multicultural Education (pp. 3-24). New York: Macmillan. | https://www.oise.utoronto.ca/edactivism/Activist_Planning_Tools/Model_for_Inclusive_Curriculum.html |
Job Location:
Lexington, MA
Job Description
Are you looking for a patient-focused, innovation-driven company that will inspire you and empower you to shine? Join us as Compensation Operations Manager based in our Lexington, Massachusetts office!
At Takeda, we are transforming the pharmaceutical industry through our R&D-driven market leadership and being a values-led company. To do this, we empower our people to realize their potential through life-changing work.
Certified as a Global Top Employer, we offer stimulating careers, encourage innovation, and strive for excellence in everything we do. We foster an inclusive, collaborative workplace, in which our global teams are united by an unwavering commitment to deliver Better Health and a Brighter Future to people around the world.
Here, you will be a vital contributor to our inspiring, bold mission.
POSITION OBJECTIVES:
The ideal candidate will be a key member of a team responsible for ensuring the efficient implementation and administration of Takeda’s salary, annual bonus and long-term incentive programs. Responsibilities include Compensation Plan/Program configuration in Workday, Support for Annual Compensation Planning and Payout to eligible employees (Merit, Incentive – Short and Long), Support HRIS to Payroll troubleshooting, and other assigned program support/process improvement (Recognition), and managing the implementation of assigned projects. Role will provide support for key business activities, operational planning, and will be responsible for responding to inquiries from HR, compensation colleagues and senior leadership. They will lead or participate in large scale or complex projects in areas such as pay programs, salary structures, data audits, job evaluations and other compensation related initiatives. The Compensation Operations Manager will work with data and translate the data into conclusions, prepare presentations, make recommendations, and interpret policies/procedures with moderate to high complexity. Ideal candidates will have superior technical abilities and proven track records for rolling up their sleeves and maintaining a high level of ownership and accountability.
POSITION ACCOUNTABILITIES:
Key Responsibilities:
- Manage day-to-day processes of the compensation operations function, including specific programs and processes, as required.
- Manage requirements gathering, project management, and development of annual compensation cycle configuration, and work closely cross-functionally to implement updates and changes for the annual cycle.
- Manage corrections during and after the annual compensation cycle, including triage of issues that arise through a variety of channels and related corrections, in collaboration with ELM or other support structures.
- Support the compensation cycle through reporting, eligibility and data audits
- Support the execution on Workday projects & enhancements
- Manage and contribute to various other projects and initiatives.
- Identify trends & patterns in data sets and interpret, synthesize, and communicate the meaning of the data being presented for compensation strategies. Prepare and present recommendations and presentations via analysis, creation of charts, development of meeting materials.
- Participate and take a leadership role in large, complex Compensation projects such as merit processes, re-organizations, pay equity, market reviews, and long-range planning. Support the administration and communication of bonus/incentive programs.
How you will contribute:
Technical/Functional (Line) Expertise
- Experience managing compensation programs
- Strong analytical and presentation skills
- Understanding of compensation requirements within the market including industry best practices and frameworks, needs and challenges, and market trends
- Awareness of laws and government regulations affecting compensation in the market
- Experience working in pharmaceutical industry preferred
Leadership
- You will engage with and influence HR business partners and other internal and external members and contacts within the business units and HR functions
- Build trust, influential communication, and ability to communicate and present effectively verbally and in writing
Decision Making and Autonomy
- Develop solutions to a variety of complex problems; ensure solutions are consistent with organization goals
- Work is performed with minimal direction; participate in determining goals of assignment; partners with Compensation lead to plan, schedule activities in accomplishing goals; work is reviewed for adequacy in meeting goals.
- Ability to work independently, and with sense of urgency
- Work on problems of diverse scope where analysis of data requires evaluation of identifiable factors, including collaboration across teams and tasks, and understanding of downstream impacts
- Demonstrate excellent judgment in selecting methods and techniques for obtaining solutions
- Demonstrate end-to-end thinking when problem solving
Interaction
- Internal: HR, Total Rewards, and HRIS colleagues, managers, and employees
Innovation
- Identify opportunities for greater value creation within the market, in consideration of the values and our goals
- Develop approaches for continuous improvement
Complexity
- Demonstrated experience working with a dynamic workforce and peer set
- Demonstrated experience working with technical and educated work force, for example ranging from scientists, to doctors, to engineers
- Demonstrated experience working in a global environment
EDUCATION, BEHAVIORAL COMPETENCIES AND SKILLS, REQUIREMENTS:
Essential:
- College, university or equivalent degree required (business related major preferred).
- Achievement (or working towards) relevant certification such as Certified Compensation Professional (CCP) designation or similar Total Rewards-specific qualification preferred
- Minimum of 8 years’ experience in compensation or other analytical fields required
- Comprehensive knowledge of compensation principles and practices, and state and federal government regulations required
- Excellent verbal and written communication skills
- Proven project management skills
- High level of expertise in Excel
- Experience with Workday compensation management and data structures
highly desired
- Experience in a leadership role preferred
- Experience in incentive compensation strategy and design preferred
- Prior experience working with a broadband, market-based pay program preferred
- Strong analytical and problem-solving ability with end-to-end thinking
- Strong ability to present information in an objective and logical manner for effective decision making as well as strong negotiation and influencing ability
- Ability to work effectively in a fast paced, team-oriented, “hands-on” environment
- Ability to work well with others, and develop solutions
TRAVEL and ADDITIONAL REQUIREMENTS:
- Maintain highly confidential information
- Travel occasionally (less than 10% of time) travel domestically and internationally required
WHAT TAKEDA CAN OFFER YOU:
- Comprehensive Healthcare: Medical, Dental, and Vision
- Financial Planning & Stability: 401(k) with company match and Annual Retirement Contribution Plan
- Health & Wellness programs including onsite flu shots and health screenings
- Generous time off for vacation and the option to purchase additional vacation days
- Community Outreach Programs and company match of charitable contributions
- Family Planning Support
- Flexible Work Paths
- Tuition reimbursement
MORE ABOUT US:
At Takeda, we are transforming patient care through the development of novel specialty pharmaceuticals and best in class patient support programs. Takeda is a patient-focused company that will inspire and empower you to grow through life-changing work.
Certified as a Global Top Employer, Takeda offers stimulating careers, encourages innovation, and strives for excellence in everything we do. We foster an inclusive, collaborative workplace, in which our teams are united by an unwavering commitment to deliver Better Health and a Brighter Future to people around the world.
In accordance with the CO Equal Pay Act, Colorado Applicants Are Not Permitted to Apply.
EEO Statement
Takeda is proud in its commitment to creating a diverse workforce and providing equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, sex, sexual orientation, gender identity, gender expression, parental status, national origin, age, disability, citizenship status, genetic information or characteristics, marital status, status as a Vietnam era veteran, special disabled veteran, or other protected veteran in accordance with applicable federal, state and local laws, and any other characteristic protected by law. | https://thealpha.careers/workday-jobs/takeda-compensation-operations-manager/ |
We are looking for an experienced Diversity & Inclusion (D&I) practitioner to join our Community & Inclusion team and help us on our journey to make Arm a forward-thinking, inclusive place where our people love to work.
Arm has big ambitions, and a huge opportunity to help solve some of the world’s most complex challenges. Building a diverse and inclusive place to work is essential for driving innovation and ensuring we have diverse minds to tackle these challenges. Over the past few years, we have made great strides with D&I at Arm. From providing tools and resources to increase our people’s awareness of their unconscious biases and how to mitigate them, through to developing our affinity networks, building new partnerships and crafting awareness campaigns. But we know there is more to do.
You will have experience of developing and implementing D&I strategy, frameworks, tools and policies that have a measurable impact on business success, in a global organization. You will report into our Chief People Officer.
What will I be accountable for:
Working with Arm’s D&I Steering Committee and Working Group, you will be responsible for defining and delivering our D&I strategy (using a data and insights informed approach)
This is a very hands-on role, and you will also deliver D&I projects and campaigns
Maintaining strong internal stakeholder relationships and engagement
Working closely with our affinity groups and helping to build our D&I champions network
Developing our external partnerships and ensuring they are delivering value for Arm
Being aware of relevant legislation and best practice
Leading all aspects of D&I budget
Measuring the impact of our D&I programme, with regular reporting
Acting as a champion externally and working with our employer brand specialist to communicate our vision
Job Requirements
What Skills, experience, and qualifications do I need:
You will have extensive experience of developing and leading D&I strategies in a global organization, plus experience of building external collaborative networks and partnerships.
Outstanding written and verbal communication skills
Strong project management, analysis and reporting skills, with the ability to deliver data and insights informed strategic approaches
Strong stakeholder management experience
Highly organized and proactive
Great attention to detail
Ability to successful run several projects at once
Resilient, problem-solving approach
A creative problem solver, who can develop innovative approaches and run with them
Apply for job
To view the job application please visit careers.peopleclick.com. | https://semiwiki.com/job/arm-san-jose-ca-14607-diversity-inclusion-lead/ |
We can't predict what the future holds, but we know Texas Instruments will have a part in shaping it.
Texas Instruments is actively seeking an ESH Manager to join our DMSO6/Central Utilities Plant team. In this role, you will manage the development, planning and implementation of environmental health and safety policies and procedures within the company. As an ESH Manager, you will ensure compliance with federal, state and local regulations pertaining to environmental safety and handle all contact with appropriate agencies. You will also develop and oversee company training programs for employees in areas such as hazardous material handling, emergency response, industrial hygiene and life safety. This role requires you to select, develop, and evaluate personnel to ensure the efficient operation of the function.
Responsibilities:
- Develop, implement and monitor site ESH programs and policies to ensure compliance with federal and local ESH regulations and conformance to TI ESH standards.
- Ensure conformance with TI ESH Management Systems
- Lead and manage a multiple-member team of ESH professionals.
- Strong knowledge of environmental regulations; follow trends within the US and Texas which influence policy changes and impact regulations.
- Cooperate with local authorities and drive local environmental permit management and compliance.
- Coordinate interpretation and application of internal and external standards and regulations to ensure compliance.
- Evaluate and analyze risks associated with the processes and operations used in Semiconductor manufacturing (including support systems and tasks performed on those systems).
- Conduct internal ESH inspection/audits and monitor the effectiveness of program implementation, and corrective/improvement plans.
- Review & analyze accident and incident data to identify and recommend plans to prevent recurrence.
- Provide collaborative approach to educate workers and implement initiatives that raise awareness for safety and promote a strong safety culture.
- Provide technical and administrative advice and recommendations to local management as needed.
Minimum requirements:
- Bachelor's Degree in Environmental, Safety & Health or Engineering or equivalent
- Minimum of 8 years of experience.
Preferred qualifications:
- Ability to establish strong relationships with key stakeholders critical to success, both internally and externally
- Strong verbal and written communication skills
- Ability to quickly ramp on new systems and processes
- Demonstrated strong interpersonal, analytical and problem-solving skills
- Ability to work in teams and collaborate effectively with people in different functions
- Ability to take the initiative and drive for results
- Strong time management skills that enable on-time project delivery
Why TI?
- Engineer your future. We empower our employees to truly own their career and development. Come collaborate with some of the smartest people in the world to shape the future of electronics.
- We’re different by design. Diverse backgrounds and perspectives are what push innovation forward and what make TI stronger. We value each and every voice, and look forward to hearing yours. Meet the people of TI
- Benefits that benefit you. We offer competitive pay and benefits designed to help you and your family live your best life. Your well-being is important to us.
About Texas Instruments
As a global semiconductor company, we design, manufacture, test and sell analog and embedded processing chips to nearly 100,000 customers. Our products enable electronics everywhere and in things you experience every day - from health care, smart homes and connected cars to drones, smart phones and more. Our passion to create a better and more sustainable world by making electronics more affordable through semiconductors drives us to make our technology smaller, more efficient, more reliable and more affordable.
Texas Instruments is an equal opportunity employer and supports a diverse, inclusive work environment. All qualified applicants will receive consideration for employment without regard to race, color, religion, creed, disability, genetic information, national origin, gender, gender identity and expression, age, sexual orientation, marital status, veteran status, or any other characteristic protected by federal, state, or local laws.
If you are interested in this position, please apply to this requisition. See Job Description
Texas Instruments semiconductor innovations help 90,000 customers unlock the possibilities of the world as it could be – smarter, safer, greener, healthier and more fun. Our commitment to building a better future is ingrained in everything we do – from the responsible manufacturing of our semiconductors, to caring for our employees, to giving back inside our communities. This is just the beginning of our story. | https://success.recruitmilitary.com/job/39771701 |
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The Future Cities Collaborative has organised an exciting Australian-United States City Exchange to take place in May 2016, which will immerse Australian city-shapers in international best-practice examples of innovation ecosystems in the United States. Drawing on the Collaborative’s extensive network of partners and collaborators, the Innovation Ecosystems City Exchange will stimulate delegates to think about how to support the growth of innovation districts in Australia.
Innovation districts are geographic areas where institutions, companies and individuals cluster together with the aim of connecting and sharing ideas fluidly and spontaneously. The City Exchange will harness the knowledge and experience behind different successful models in the United States. Participants will visit cities around the country including the thriving technology and biomedical hubs in San Francisco and Emeryville, the expanding biotech community in Seattle as well as Amazon’s new campus, Boston’s Seaport Innovation District including its revitalised docklands and the incubator spaces in the city, and New York City where the focus will be the New York City Economic Development Corporation. The latter is involved in projects from managing the city’s markets, to promoting life sciences and sustainable urban innovation, as well as supporting emerging tech and media, and incubator spaces. The Roosevelt Island Campus Project, a new university campus focused on tech and STEM-education with close ties to industry, will also be a feature of this visit.
Applications for the exchange close on Friday March 18. Please go to our website for applications forms or Contact Us.
Collaborative releases Communiqué on Local Approaches to Housing Affordability
The Future Cities Collaborative aims to support our member cities to build great places for people to live and work. One of our vehicles is case based applied research that illustrates what can be achieved locally. This then used collectively to inform the broader public policy response.
Sandy Burgoyne, Director of the Future Cities Collaborative explains the scope and aim of the Communiqué, writing that it “profiles three local approaches that inspired councillors and staff have championed. We hope it inspires and informs alternative policy options that we collectively need to explore. Importantly, what it also lays out are recommendations on how to bring their approaches to scale.”
What sits behind the term “affordable housing” is creating and maintaining equitable communities for people to live and work, where economic and social diversity is embraced and fostered. The success of adopting inclusionary housing rests as much with good policy as with the willingness of industry partners and community stakeholders to create diverse communities. We hope that the Communiqué extends and challenges the discussion on how to respond to this challenge.”
Thank you to the City of Canada Bay, Pittwater and Waverley Councils for taking a leadership position in developing approaches to begin addressing the housing affordability crisis in our communities. The Collaborative also extends our thanks to Catherine Gilbert as the lead researcher and Dr David Rosen for the insights and expertise which he brought to the project.
Digital Placemaking a focus for Media Architecture Biennale in June
We are delighted to announce that the Future Cities Collaborative is a sponsor of the premier international Media Architecture Biennale (MAB), in Chatswood, Sydney, 1 – 4 June 2016. The Biennale is the premier international arena where the world’s top experts, architects, designers, and artists in both academia and the industry come together to debate and shape the media architecture of the future. Friend of the Collaborative, Ethan Kent, Senior Vice President of New York’s Project for Public Spaces, will join us as keynote speaker at the forum.
Media architecture is a dynamic field that involves everything from integrating screens into urban environments to projection mapping, to creative media interventions in local communities.
The Collaborative will be inviting all members to participate in a City Leaders Summit on Digital Placemaking. The summit will connect local and international experts with Australian city leaders to discuss the application of information and communication technologies for addressing challenges within urban precincts, such as public transport, waste management, social engagement programs and civic participation. This invite-only event will extend the dialogue around the importance of placemaking in Australian cities, a core initiative of the Future Cities Collaborative. More information to come.
To register the event and further information, please visit www.mab16.org.
Ed on the Greater Sydney Commission
Future Cities Collaborative Chair, Professor Ed Blakely, has recently been appointed to the Greater Sydney Commission, an ambitious new body responsible for metropolitan planning in a partnership between state and local government.
Professor Blakely will take on the role as District Commissioner for the West Central District that includes Greater Parramatta, Bankstown, and Blacktown. Professor Blakely explains, “This is an important step towards a more efficient and inclusive approach to delivering key planning decisions that affect all of Sydney. By having a dedicated commissioner for each district, we will hopefully avoid the fractures and ad-hoc methods that threaten the governance of growing, polycentric cities like Sydney.”
Professor Blakely will devote considerable time to his new responsibilities as well as continue chairing the Collaborative. Our work is consistent with the work of the Commission, with it being singled out by Minister Stokes as a pivotal effort in shaping Sydney when he introduced the Greater Sydney Commission legislation into Parliament. We hope to continue to play a role in metropolitan Sydney, New South Wales and Australia. Professor Blakely will adjust his role to accommodate both the Commission and his work with the members of the Future Cities Collaborative.
The Future Cities Collaborative would also like to congratulate Lucy Turnbull AO for her appointment as Chair of the Greater Sydney Commission, and Associate Professor Rod Simpson for his appointment as Environment Commissioner. Lucy and Rod, (both picture above with Professor Blakely at a Future Cities Collaborative event in 2014), have been great friends and supporters of the Future Cities Collaborative and we look forward to continuing our relationship with them in their new roles. | http://futurecities.org.au/innovation-exchange-local-approaches-to-housing-placemaking-and-the-greater-sydney-commission/ |
10 ways to improve diversity and inclusion at a tech company.
Sahar Powell is a Senior Consultant in Executive Search at The Big Search. Sahar is responsible for diversity recruiting in our tech practice. This means that we actively attempt to provide our clients diverse long- and shortlists in terms of gender, age, and nationality.
Tech companies that prioritise diversity and inclusion are proven to be happier, more productive, and more profitable. In this article, we cover what diversity and inclusion are, why they are important, and ten practical tips for building a diverse company.
Diversity and inclusion (D&I) are increasingly becoming part of tech company´s strategies. Founders want to develop inclusive working environments or be seen as an employer of choice – supporting their team with their diverse needs.
It’s a smart move. In a competitive global economy, workplace diversity is crucial. Companies with high levels of diversity and inclusion are more innovative, have higher revenue, and keep their employees for longer.
They also make better decisions and tend to lead change, rather than simply respond to it. For tech startups and scale-ups this is essential. It will help you pull ahead of the competition in tough markets.
What are diversity and inclusion?
Before we go any further, let’s define exactly what diversity and inclusion mean. Although the two are intertwined, they are distinct concepts.
Diversity incorporates all the traits and characteristics that make a person unique.
For example, this can include race, gender identity, nationality, sexual orientation, career background, and life experience. In a work setting, diversity means that the team is made up of different kinds of people and is reflective of the society it exists in.
Inclusion is about understanding and respect.
An inclusive environment is one where everyone’s perspectives and contributions are valued. It’s about treating all employees fairly and providing equal access to opportunities to do excellent work.
Both aspects of D&I are important.
Diversity without inclusion can lead to a toxic working culture. Inclusion without diversity, meanwhile, can leave you with a stagnant, uninventive organisation.
Why D&I is important?
Earlier this year, we spoke to some early- and growth-stage tech start-ups about diversity. We learned that although everyone tends to agree that D&I is important, in the early phases of building a start-up no-one really has time for it.
We know there are products to build, pitches to make, and rounds to raise. However, if you bake diversity and inclusion into your strategy from the get-go you’ll hire better people, make more money, and come up with better ideas.
It’s not about creating whole new work streams but adjusting existing ones to make your business more effective. By making D&I part of your story, you will build a better company.
Here are the top 5 benefits:
Wider talent pool
Companies with inclusive cultures are far more likely to attract and retain a wider talent pool. Diversifying your search will help in finding the best hire. It’s also an area candidates pay attention to. According to Glassdoor, 67% of workers consider diversity when looking for a new job.
Improved performance
D&I is significantly correlated with productivity. Diverse and inclusive teams are shown to be 35% more productive than their competitors. In addition, Harvard Business Review found that diverse firms are 45% more likely to grow their market share, and 70% more likely to capture new markets.
Higher revenue
D&I is also correlated with financial performance. According to a McKinsey report, every 10% increase in the racial and ethnic diversity of senior-exec teams leads to an 0.8% increase in earnings. Harvard Business Review, meanwhile, found that more diverse companies report 19% higher revenue than their competitors.
More innovation
Diverse teams bring varied knowledge and experience to the table. This opens doors for fresh ideas, improved problem-solving, and collaboration with diverse audiences. One BCG study found that companies with above average levels of diversity reported innovation revenue that was 19 percentage points higher than that of low-diversity companies.
Build trust
People working in inclusive environments tend to have better mental and physical health, and are more willing to go the extra mile for their company. In addition, research on company culture shows that employees who trust their workplace treats people fairly, regardless of age, gender or race are:
- Almost 10 times more likely to look forward to going to work
- Six times more likely to take pride in their work
- Five times more likely to want to stay working at their company
Leading the change
Increasing diversity does not, by itself, increase effectiveness. What matters is how organisations harness diversity and whether they’re willing to adjust their structure.
Despite all the rhetoric about the value of diversity, women and people of colour remain seriously underrepresented in many industries. This is particularly true if you look at most companies’ senior ranks.
According to research from McKinsey, only 22% of C-suites in the software tech industry are women. Meanwhile, only 5% of C-suite leaders are women of colour. As of 2022, 8% of Fortune 500 CEOs were women and six Fortune 500 companies had a CEO who is black.
This lack of progress suggests top executives don’t always find the business case compelling. If you’re going to start conversations about D&I, you might experience push-back to start with. Don’t let it put you off.
10 tips for becoming a more diverse tech company
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Use a structured interview process
Ask all your candidates the same questions and use a standardised system to rate their answers. This creates the same interview conditions for all candidates and helps to stop bias sneaking in. This method is reportedly twice as effective as a conventional interview.
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Use social media
Use the content on your platforms to highlight D&I at your organisation. An inclusive social media presence humanises your brand and helps different audiences to connect with you.
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Be proactive
Don’t wait for diversity to come to you. If this is a priority, be proactive about it. Talent acquisition specialists (like us!) can help you with this. We can connect you with diverse, high-quality candidate pools for any role you are looking to fill.
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Get involved with minority groups
Connecting with minority institutions, groups, and initiatives will help you to meet more people from underrepresented groups.
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Diversify your recruitment platforms
Don’t fish consistently from one pond. Use a mixture of platforms to reach a more diverse range of people.
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Use referrals
Referrals can be a fantastic way to connect with diverse new hires. When asking for referrals, be clear about the importance of diversity and culture to your company. Also, be sure to ask a diverse range of people for referrals in the first place, to help net you diverse leads.
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Write inclusive job descriptions
Pay attention to the content of your job descriptions and how they are written. Job ads that fail to be inclusive could inadvertently turn away qualified candidates from underrepresented groups. Use gender-neutral language and be clear about the skills and experiences that are must-haves compared with nice-to-haves.
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Get internal feedback
The people you work with have a valuable role to play in building a diverse and inclusive workforce. Ask for their input and feedback to improve your diversity initiatives.
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Organise unconscious bias training
This is an important part of building a good company culture. We all have unconscious biases. It’s part of being human. But we can recognize and overcome them with good training.
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Bring diversity to interview panels
Diverse hiring panels are best placed to assess candidates more thoroughly, and they help to avoid shared biases. Candidates will get a more well-rounded view of your organisation from a diverse panel, as well.
Diversity and inclusion are about much more than policies and headcounts. Equitable employers can outpace their competitors because they respect and incorporate the unique perspectives and potential of every team member.
Working in this way brings more innovation and productivity to a business, but also unlocks new levels of commitment and trust. Employees feel more connected to the company, want to do better for it, and stay there for longer.
Developing a diverse and inclusive workplace is achievable, but it requires conscious effort.
The ones that are going to do it well and benefit from it, are the ones who make D&I a priority. | https://www.thebigsearch.com/insights/10-ways-to-improve-diversity-and-inclusion-at-a-tech-company |
We’re Hiring a New Executive Director
350PDX is excited to announce that we are looking for our next Executive Director. If you are interested in the position, please review the job description below and apply. Additionally, please share this job posting with anyone that you think might be a good candidate.
Executive Director
Organizational Overview
350PDX is building a diverse grassroots movement to address the causes of climate disruption through justice-based solutions by inspiring, training and mobilizing people to act. We are a relatively young, dynamic, volunteer-driven grassroots organization with thousands of supporters that regularly engages hundreds of people to volunteer and/or take action.
Our work is significant — the nation and world need compelling examples of communities that are addressing climate disruption head-on through bold and creative measures that bring diverse people together at a time of divisiveness and insufficient state and federal action.
Position Summary
350PDX seeks a new Executive Director to lead our organization as we move into our next phase of growth. 350PDX was founded in 2013 and has grown rapidly to become a leader in local and regional climate activism. We view everyone (volunteers, board, and staff) in 350PDX as a climate justice activist. We are looking for someone to help us in our transition to a mature organization as we pursue climate justice. This leader will have primary responsibility for the performance of the organization. They will also work in partnership with all activists to set a plan to achieve the cultural and structural goals of the organization as we move towards more inclusive and distributed leadership. We anticipate that the responsibilities of this role could shift in the future as part of this process.
Job Type: 1.0 FTE, starting salary range of $53,000 to $60,000
Benefits include: generous PTO, flexible work hours, wellness stipend
Key Responsibilities
- Lead a shift in organizational culture to help us better live our values
- Cultivate and manage financial resources to support the organization
- Collaboratively develop and implement a strategic plan to achieve the goals of the organization
- Oversee core operational and administrative functions (e.g. operations, staff management/development, volunteer management)
- Increase skills and commitment among all activists to achieve our goals
Core Competencies:
- Leadership skills of emotional intelligence, ability to influence, humility, clear communication, team building, and presence
- Ability to lead an organization through a period of cultural and structural change
- Ability to delegate responsibilities and leadership while also maintaining a strong culture of accountability
- Ability to lead collaborative development of organizational strategies to achieve our goals
- Skilled in facilitating open and safe conversations where all perspectives can be heard and appreciated, and where conflict is resolved in a healthy way
- Modeling a culture of respect, transparency, open communication and action
- Culturally competent and responsive, with an understanding and appreciation of diverse cultures and communities
- Demonstrated interest, understanding, and commitment to climate justice
- Detail oriented, with strong organization and project management skills
- Ability to plan effectively, meet deadlines, and coordinate others’ involvement within a dynamic and fast-paced setting
At least one of the following qualifications is required and all are desirable:
- Leadership experience in the nonprofit sector
- Experience leading fund development, including donor campaigns and major donor cultivation, events, sponsorships, and grant-seeking
- Experience managing grants and contracts
- Demonstrated success in managing human resources, and supporting employees to achieve results and reach professional development goals with work/life balance
- Competency and experience in financial management and budgeting
- Demonstrated skills in cultivating strong, collaborative partnerships and coalitions
- Experience leading strategic planning
- Proven ability to develop and implement successful programs and/or campaigns, conduct program/campaign evaluations, and generate compelling reports
To Apply:
Please email [email protected] with a resume and cover letter, outlining your skills, experience and motivation for the position. Use the subject line “Executive Director” when applying. Please limit your resume and cover letter to a maximum of 2 pages each. If you have questions about this position, please submit them by email to the address above. Applications received by August 20th will be given priority consideration.
350PDX is committed to being an inclusive and collaborative group which values bringing a diversity of approaches and perspectives to the work we do. We try to build a workplace where everyone is treated fairly and enjoys working together. Women, people of color, LGBTQ people, and members of communities on the frontlines of climate change are especially welcome and encouraged to apply.
If you have suggestions for us, we really value your input and strongly encourage you to write to us at [email protected] with the subject line ‘Hiring Feedback’. | https://350pdx.org/were-hiring/ |
Over the next 7 days the Plymouth forecast suggests the average daytime maximum temperature will be around 27°C, with a high for the week of 28°C expected on the afternoon of Friday 18th.
The average minimum temperature will be 25°C, dipping to its lowest on the morning of Thursday 17th at 25°C.
The week will
have mixed weather with some days dry and some seeing a little rain.
Current predictions suggest Saturday 17th will have the most precipitation with an accumulation of around 2.0mm.
On the whole winds are likely to be moderate.
We provide Plymouth holiday weather for the next 7 and 14 days. The 7 day weather for Plymouth provides weather information in 3 hourly intervals for each day and our 14 day Plymouth weather provides weather data in 6 hourly intervals. We also provide monthly climate averages for Plymouth. These monthly climate averages provide average temperature, maximum and minimum temperature, amount of rainfall in months, wind speed and much more. So if you are planning to go on holiday to Plymouth then do check our monthly climate average section.
We also provide latest weather for Plymouth and if you would like to see the past 24 hours weather in hourly format then do check our latest section. In addition, we have a weather risk page dedicated to Plymouth which allows you to check out the probability of rain or thunder for Plymouth.
As we are passionate about weather we would go to any steps to make sure you too are kept informed of the weather at all times. So if you are planning to go to Plymouth on holiday or business then please do take the chance of receiving a weather text for Plymouth which we will send to your mobile.
We also have following holiday destinations near to Plymouth
Saint john's Antigua Basseterre St Kitts Roseau
The day label given represents the local day relative to the local time for the location you are looking at.
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This time is corrected for local time zones and where possible for daylight saving times.
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The wind direction we use on this page is the direction the wind is coming from, given in a 16 point compass format.
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This refers to the sustained average wind speed, normally averaged over a period of 10 minutes for up to 3 hrs.
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Temperature from our forecast perspective are fairly well defined, they are what we would expect to measure in a standard meteorological screen (in other words, shaded and well ventilated) at 2 metres above ground level.
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The relative humidity is the percent of saturation humidity, generally calculated in relation to saturated vapour density.
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The value given is a total predicted for the previous 3 hrs and includes the time of the forecast being looked at.
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The total amount of cloud as a percentage is derived from looking at cloud cover throughout the atmosphere and estimating how these combine when looked at from the ground.
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Here we try to capture the feel of the weather as an image – it will never be perfect but is useful for a quick overview.
(More Info)
When we measure for forecast air pressure we are normally doing this relative to a certain height and most commonly relative to Mean Sea Level. | http://www.myweather2.com/Holiday-Destinations/Montserrat/Plymouth.aspx |
The Spring 2016 BigDEAL Forecasting Competition (BFCom2016s) just ended last week. I received 49 registrations from 15 countries, of which 18 teams from 6 countries completed all four rounds of the competition. I want to give my special appreciation to Prof. Chongqing Kang and his teaching assistant Mr. Yi Wang. They organized 8 teams formulated by students from Tsinghua University, an institute prize winner of GEFCom2014. Two of the Tsinghua Teams were finally ranked among the Top 6.
The topic of BFCom2016s is ex ante short term load forecasting. I provided 4 years of historical load and temperature data, asking the contestants to forecast the next three months given historical day-ahead temperature forecasts. Three months of incremental data was released in each round.
The benchmark is made by the Vanilla model, the same as the one used in GEFCom2012. This time among the top 6 teams, five were able to beat the benchmark on average ranking, while four beat the benchmark on average MAPE. The detailed rankings and MAPEs of all teams are listed HERE.
I invited each of the top 6 teams to send me a piece of guest blog to describe their methodology. Their contributions (with my minor editorial changes) are listed below, together with the Vanilla Benchmark, which ranked No. 7.
The same model selection process was used in all four rounds. The implementation was in SAS. The model selection process follows the point forecasting model selection process implemented in Xie and Hong, IJF-2016. In this competition, the forecasting problem was dissected into three sub-problems with each of them having slightly different candidate models being evaluated.
The first sub-problem was a very-short term load forecasting problem, which considered forecasting the first day of the forecast period. The model selection process started with the "Vanilla model plus the lagged load of the previous 24th hour". It then considered the recency effect, the weekend effect, the holiday effect, the two-stage model, and the combination of forecasts as introduced in Hong, 2010 and Xie and Hong, IJF-2016.
The second sub-problem was a short term load forecasting problem, which considered forecasting the second to the seventh day of the month. The model selection process was the same to that for the very-short term load forecasting problem except that the starting benchmark model is the Vanilla model.
The third sub-problem can be categorized as a middle term load forecasting problem in which the rest of the forecast period were forecasted. The model selection process also started with the Vanilla model, but it only considered the recency effect, the weekend effect, and the holiday effect.
We tried the support vector machine (SVM) and artificial neural networks (ANN) models in the model selection stage. We found that the ANN model had a better performance than SVM. When considering the cumulative effect, we introduced the aggregated temperatures of several hours as augmented variables, while and the number of hours was also determined in the model selection process.
In the first round, we used all the provided data for training but didn't consider the influence of holidays. Then in the next three rounds, we divided the provided data into two seasons, “summer” and “winter”. We separately forecasted the load of normal days and special holidays. These so-called seasons are not the traditional ones but were roughly defined by the plot of the average load of the given four years. Then we used the data from each seasons for training to forecast the corresponding season in 2014. This ultimately achieved a higher accuracy. All the aforementioned results and algorithms were implemented by using the MATLAB and C language.
I used the Matlab’s Neural Network toolbox for the modeling. The evolution of my model during the four rounds was as follows.
2nd round: I used the “Time series app” which is suitable for time series and dynamical systems. I used the Nonlinear Input-Output model instead of the Nonlinear Autoregressive with External Input model because it performs better for long term forecasting. The training vector was still IN = [Hour Temperature] and the target vector OUT = [Load]. The number of the delays I found it works better is 5 (= 5 hourly lags).
3rd round. I used the same model but I changed the training vector to IN = [Month Weekday Hour Temperature AverageDailyTemperature MaxDailyTemperature] where AverageDailyTemperature is the average temperature and MaxDailyTemperature is the maximum temperature of the day that the specific hour belongs to.
4th round: I used two similar models with different training vectors. The final output was the average of the two models. The training vectors where IN1 = [Month Weekday Hour Temperature MovingAverageTemperature24 MovingMaxTemperature24] and IN2 = [Month Weekday Hour Temperature AverageTemperaturePreAfter4Hours MovingAverageTemperature24 MovingAverageTemperature5 MovingMaxTemperature24] where MovingAverageTemperature24 is the average temperature of the last 24 hours, MovingAverageTemperature5 is the average temperature of the last 5 hours, MovingMaxTemperature24 is the maximum temperature of the last 24 hours and AverageTemperaturePreAfter4Hours is the average temperature of the hours ranging from 4 hours before till 4 hours after the specific hour.
Round 1. Variables：Hour, Weekday, T_act, TH(the highest temperature in a day), TM(the mean temperature), TL(the lowest temperature). First of all, we used the MLR, fitting the mean load by TM, TM^2, TM^3. This method didn’t work well, the MAPE could reach about 14%. Then we used neural network, the data set contains the six variables above, and the target value is the Load_MW. The result is better, but because of improper parameters, the model was kind of overfitted, and we didn’t do the cross-validation. The result was not so good.
Round 2. We changed the parameter, and used the max value/min value/ mean value of the previous 24 hours rather than those of the day. The result was much better.
Round 3. We tried to use SVM to classify the two kinds of day curve, and then used the nnet separately. But this method did not seem to be effective. Then we used the SVM to do regression, the data set is same in nnet. Using the test set, the results of SVM and nnet were similar, so we submitted the mean value of both methods’ result.
Round 4: The MAPE of both methods reach over 7% during model selection, the result of SVM was worse, so we only submitted the result of nnet.
For my forecast, I utilized SkyFoundry’s SkySpark analytics software. SkySpark is designed for modelling complex building systems and working with the time-series data on a wide range of levels. To support my model, I extended the inherent functionality of this software to support polynomial regression. My model itself went through several iterations. The first of these was fairly similar to Dr. Hong’s Vanilla Model with the exception that instead of clustering by month, I clustered based on whether the date was a heating or cooling date. The heating or cooling determination was made by fitting a third-degree polynomial curve to each, hourly clustered, load-temperature scatter plot, solving for the minimums and then calculating the change-over point by averaging these hourly values. If the average temperature for a day was above this point, it was a cooling day and vice-versa. As my model progressed, I incorporated monthly clustering and the recency effect discussed in Electric load forecasting with recency effect: A big data approach. With the recency effect, I optimized the number of lag hours for each monthly cluster by creating models for each of the past 24-hours and selecting the one with the lowest error. In the end, I was able to reduce the MAPE of the forecast against the known data from 8.51% down to 5.01%.
During the 4-round competition,we selected MATLAB as our tool. We use multiple linear regression models (MLR), each of which has 291 variables including trend, polynominal terms,interaction terms and recency effect. We just used all past historical data without cleansing the data. Considering the forecasting task is to improve predicting accuracy rather than the goodness of fit, we seperated the data into training set and validation set. We used cross validation and out of sample test method to select variables to give our model more generalizaton ability.
In Round 1, we trained one MLR model using the entire historical data. In Round 2, we roughly grouped the historical data by season (such as January - March and April - June,) and trained four MLR models, which improved the results significantly. We also found the distinct relationship between temperature and load in different temporal dimensions.We did some work about selecting the best MLR model in different temporal dimensions and found seasonal separate better. We made a mistake in Round 3 that resulted in a very high MAPE.
The model is the same as the one used in GEFCom2012. See Hong, Pinson and Fan, IJF2014 for more details. All available historical data in each round was used to estimate the model.
Finally, congratulations to these top 6 teams of BFCom2016s, and many thanks to all of you who participated and are interested in BFCom2016s! | http://blog.drhongtao.com/2016/04/announcing-bfcom2016s-winners.html |
Data from the last 24 hours, updated on August 1 at 7 a.m.
These are some of the conclusions drawn from the maximum temperature records compiled by the State Meteorological Agency (AEMET) since 1950 (or from the first year available) and analyzed by elDiario.es. The data for each province corresponds to the meteorological station located in the capital of each of them that has current observations and the oldest historical series or, in its absence, from another station in the province with the same characteristics. See methodology.
This map shows how many degrees above or below the historical average high (between 1981 and 2010) is the highest temperature recorded in the last 24 hours.
Which province registers the maximum temperature farthest from what it would touch for the time? Are there any that reach record levels of heat? The AEMET considers the years between 1980 and 2010 as the reference stage to calculate the “normal temperatures” in each territory. Based on the difference between the average for that period and the current records, you can see if it is hotter than usual.
In the following table, all the provinces are ordered according to the degrees above or below that their highest temperature of the last hours is with respect to that reference average calculated for the current month. In addition, the percentage of days of the same month of previous years that had registered a higher temperature in each province is also shown.
To put the daily maximums for this 2022 into context, in the following graph you can see the evolution of the maximum daily temperature in each province but also the value that would be normal for that day of the year and the highest and lowest extremes previously recorded . With the menu you can check the evolution of the maxims in any province.
How is the summer so far?
The current heat is not just a one day thing. To see if the temperatures this summer are really higher than usual, we compare the maximums recorded this year with the reference period.
Scientist Ed Hawkins popularized the use of weather stripes (“climatic stripes”), some bar code graphs that show the evolution of the average temperature of any place, compare it with the average of each year and show it with a color code.
The following graph uses this idea to show how far away, year by year, the averages of the maximums of the same days that have passed since the beginning of summer until today have been with respect to the average of 1980 to 2010. That is, a reflection of global warming in each Spanish province.
Is 2022 being an especially hot summer in your territory? To see in more detail how the heat of this summer is evolving in each territory, the following table allows you to order the provinces according to the highest temperature they have reached since the beginning of June and the average maximum since then. In addition, the difference in degrees with respect to normal and the previous summers in which higher temperatures had been recorded are shown.
The table also includes heat spikes: the number of days in the current summer in which the maximum has been among the highest reached historically in that period. Finally, you can see the percentage of days so far that have registered highs above the expected. | https://moneytrainingclub.com/the-heat-wave-in-each-province-compare-the-temperature-of-each-day-with-the-historical-average-3/ |
Over the next 7 days the Camp De Mar forecast suggests the average daytime maximum temperature will be around 16°C, with a high for the week of 18°C expected on the afternoon of Wednesday 1st.
The mean minimum temperature will be 11°C, dipping to its lowest on the morning of Monday 30th at 10°C.
Expect the coming week to
have mixed overhead conditions with some days dry and some seeing a significant amount of rain.
The current forecast indicates Thursday 30th will have the most precipitation with an accumulation of around 10.0mm.
On the whole winds are likely to be moderate.
We provide Camp De Mar holiday weather for the next 7 and 14 days. The 7 day weather for Camp De Mar provides weather information in 3 hourly intervals for each day and our 14 day Camp De Mar weather provides weather data in 6 hourly intervals. We also provide monthly climate averages for Camp De Mar. These monthly climate averages provide average temperature, maximum and minimum temperature, amount of rainfall in months, wind speed and much more. So if you are planning to go on holiday to Camp De Mar then do check our monthly climate average section.
We also provide latest weather for Camp De Mar and if you would like to see the past 24 hours weather in hourly format then do check our latest section. In addition, we have a weather risk page dedicated to Camp De Mar which allows you to check out the probability of rain or thunder for Camp De Mar.
As we are passionate about weather we would go to any steps to make sure you too are kept informed of the weather at all times. So if you are planning to go to Camp De Mar on holiday or business then please do take the chance of receiving a weather text for Camp De Mar which we will send to your mobile.
We also have following holiday destinations near to Camp De Mar
Paguera Santa Ponsa Magaluf Palma Nova Illetas
The day label given represents the local day relative to the local time for the location you are looking at.
(More Info)
This time is corrected for local time zones and where possible for daylight saving times.
(More Info)
The wind direction we use on this page is the direction the wind is coming from, given in a 16 point compass format.
(More Info)
This refers to the sustained average wind speed, normally averaged over a period of 10 minutes for up to 3 hrs.
(More Info)
Temperature from our forecast perspective are fairly well defined, they are what we would expect to measure in a standard meteorological screen (in other words, shaded and well ventilated) at 2 metres above ground level.
(More Info)
The relative humidity is the percent of saturation humidity, generally calculated in relation to saturated vapour density.
(More Info)
The value given is a total predicted for the previous 3 hrs and includes the time of the forecast being looked at.
(More Info)
The total amount of cloud as a percentage is derived from looking at cloud cover throughout the atmosphere and estimating how these combine when looked at from the ground.
(More Info)
Here we try to capture the feel of the weather as an image � it will never be perfect but is useful for a quick overview.
(More Info)
When we measure for forecast air pressure we are normally doing this relative to a certain height and most commonly relative to Mean Sea Level. | https://www.myweather2.com/Holiday-Destinations/Spain/Camp-De-Mar.aspx |
CLANTON – The National Oceanic and Atmospheric Administration (NOAA) has come out with their predictions for this winter (December – February). As you can see from the graphics below, there is a good chance (40%-50%) that temperatures will “average” above normal and precipitation will “average” below normal (33%-50% chance).
What does this really mean? Let’s look at an example. For Huntsville from December – February, high temperatures average in the 40s. Are there days when the actual high temperatures will be both higher and below the average temperature? You bet! If one day the high temperature reaches 60 degrees, and the next day it only reaches 30 degrees, 60+30=90, divide 90 by 2 (for two days). That equals 45, and the average temperature for those two days is 45 degrees, even though one day was much higher and the next day was much lower.
The average high temperature for a month is to take all the high temperatures for each day and divide that by the number of days in the month. Then, NOAA figures out what occurred for each month over the past 30 years, and that is where the “average” is finally determined. The same applies with low temperatures and precipitation.
All this to say, this is NOAA’s climate forecast based on expected weather patterns across the US this winter. The higher the probability percentage, the greater the confidence in the forecast. But, this is NOT a day to day forecast for this winter. Could there be days that are extremely cold with one or more winter storms across Alabama? ABSOLUTELY! Don’t let your guard down this winter based solely on these climate forecasts.
Finally, before we get too far into winter, remember we are about to enter our secondary severe weather season across the state, with high winds, flooding and tornadoes. I’ll write more about that in the next blog.
Previous Post: Federal emergency aid has been made available to Alabama due to the emergency conditions caused by Hurricane Nate. | https://ema.alabama.gov/2017/10/20/u-s-winter-outlook-noaa-forecasters-predict-cooler-wetter-north-and-warmer-drier-south/ |
2015: joint warmest year on record in Europe
Climate Indicator Bulletins (CIBs) are user-driven climate information products which provide simple, effective and timely knowledge abstractions from the large amount of observation and reanalyses data available in UERRA. The bulletins focus on user groups in sectors such as disaster prevention, health, energy, water resources, ecosystems, forestry, agriculture, transport, tourism and biodiversity at European, national and local levels.
This bulletin presents an overview of the 2015 temperature evolution in Europe based on a large number of measurements.
Last update: 25 January 2016.
Contents
Annual mean temperature
Figure 1: Graph of annual (Jan-Dec) averaged daily mean temperature averaged over Europe, with respect to the 1981-2010 climatology. Temperatures below normal are in blue, temperatures above normal are in red, with the 2015 value in green.
The annual temperature for 2015 ranks among the highest temperatures measured in Europe! The temperatures averaged over Europe for last year (2014) and 2015 are very similar, with 2015 being only very slightly warmer.
Surface air temperatures are measured at an extensive network of stations in Europe. These data are collected and aggregated into a European temperature. The annual mean values in this E-OBS dataset are presented in Figure 1 for the land area between between 35°-75°N and 25°W-45°E. The green bar represents data for the year 2015.
The grey bars in the panel indicate the estimated uncertainties which take into account the errors introduced by spatial interpolation over areas without observation stations, inhomogeneities in the temperature data that result from station relocations / changes in measurement instruments etc., and biases due to urbanisation, as documented in Van der Schrier et al., 2013 and Chrysanthou et al., 2014. The uncertainties tell us that although we are not 100% certain about the ranking of individual years, the overall positive trend since the 1980s is very pronounced.
A map (Figure 2) of the annual mean temperature for 2015 with respect to the 1981-2010 long-term average shows that most of Europe was warmer in 2015 than usual, with a pronounced west-east temperature contrast. Much of eastern Europe was exceptionally warm, warmer even than 2014 which (on average) is about as warm as 2015. Western European countries were on average cooler, but still show higher than usual temperatures with the exception of parts of Ireland where lower than average temperatures were observed.
The ranking of the 2015 European temperature as joint warmest on record is due to the exceptionally warm December 2015. Replacing the December 2015 with the 1981-2010 December climatology, would set 2015 back as the third warmest year (after 2007 and 2014). Below, some more information on the remarkable December 2015 is provided.
Figure 2: Map of anomalous annual mean temperature for 2015, with respect to the 1981-2010 climatology.
Seasonal temperature anomalies
The temperature anomalies (with respect to the 1981-2010 long-term average) show large contrasts over Europe in all seasons. Striking are the below-average temperatures in Spain and Portugal in winter, the cooler than usual summer in northern Europe and the persistent coldness in Ireland. Spring was particularly warm in Spain, where in mid-May unseasonably warm temperatures of 40°C were reached in many parts of Spain. Exceptionally hot conditions in Spain at the end of June, with 44°C reached in Cordoba and a new Madrid July record, spread north and east bringing heat waves to central Europe. Paris saw very hot weather with about 40°C; Germany broke an all-time record for hottest day of the year and Switzerland also had its second warmest week ever (behind the 2003 value). Although the warmth was very persistent in east Europe, the contrast with the rest of the continent ranked the summer of 2015 as only the eleventh warmest on record. During autumn, only November was warm throughout Europe, contributing to having in Autumn 2015 the smallest temperature contrasts in Europe. Overall, Autumn 2015 ranks as the third warmest on record.
Figure 3: Map of anomalous seasonal mean temperatures with respect to the 1981-2010 climatology. Winter values relate to Dec 2014 - Feb 2015.
Warm days and warm nights
Figures 4 and 5 show the percentages of warm days and warm nights for 2015, with respect to the long-term mean (1981-2010). A warm day or night is defined as a day where the maximum (TX) or minimum (TN) temperature exceeds the 90th percentile of the values from the 1981-2010 period. This threshold, relating to the warmest 10% of the days or nights, is calculated for each position on the map, relating it specifically to the local conditions. In summer 2015, the Scandinavian countries saw fewer warm days and warm nights, while the central and southern parts experienced up to 40% more warm days and nights than in a usual summer. The high frequency of warm days reflects the heat waves and associated record temperatures that were observed in parts of Europe. The high number of warm nights is relevant from the health perspective; high night-time temperatures have adverse effects on human health. The heat wave of early July observed over parts of northwestern Europe was estimated to have lead to a 26% higher mortality in Belgium and a strongly increased mortality in the Netherlands in this period.
|Figure 4: Map of percentages of days in summer which are classified as 'warm', with respect to the 1981-2010 climatology. Warm days relate to the days where the daily maximum temperatures exceed the thresholds related to the 10% warmest days, determined over the 1981-2010 period.||Figure 5: Map of percentages of nights in summer which are classified as 'warm', with respect to the 1981-2010 climatology. Warm nights relate to the days where the daily minimum temperatures exceed the thresholds related to the 10% warmest nights, determined over the 1981-2010 period.|
Sunshine
The relative sunshine duration anomaly for autumn with respect to the 1961-1990 climatology is presented in the map below. Much of Europe saw above average sunshine amounts. It is interesting that the autumn temperature contrast between relatively cool Portugal and relatively warm Spain is reflected in this sunshine duration map. Ireland, much of the UK, northern France, parts of Germany and especially Russia were cloudier than usual.
Figure 6: Map of relative sunshine duration anomaly for autumn 2015, with respect to the 1961-1990 climatology. (source: RCC-CM, based on SYNOP and CLIMAT stations)
Summer days and frost days
A summer day is defined as a day where the daily maximum temperature exceeds 25°C. Figure 7 shows the number of summer days for 2015 as a deviation from the 1981-2010 long-term average. The northern countries saw fewer summer days than usual during 2015, while most of southern Europe saw more summer days.
A frost day is a day where the daily minimum temperature drops below 0°C. This temperature is usually reached during the night-time. Figure 8 shows that especially western Europe, the area around the Baltic and parts of Central Europe saw a spectacularly low number of frost days.
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Figure 7: Number of summer days during 2015 (daily maximum temperature exceeding 25°C) expressed as anomalies from the 1981-2010 climatology.
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Figure 8: Number of frost days during 2015 (daily minimum temperature below 0°C) expressed as anomalies from the 1981-2010 climatology.
Strength of the westerlies
The North Atlantic Oscillation (NAO) index provides a measure of the strength of the westerly winds across Europe. Positive values indicate stronger than normal westerly conditions, and negative values indicate a reduced prevalence of westerly conditions. During the winter season, positive NAO values are typically associated with warmer than average conditions across northern Europe and cooler conditions across the Mediterranean region. During winter 2014/2015 the NAO station-based index reached an all time high positive value (Figure 9), indicating an exceptional frequency of westerly winds across Europe. The pattern of winter temperature anomalies described above reflects this state of the NAO, but the cooler than normal sea-surface temperatures in the North Atlantic (see below) somewhat tempered the effect that would typically be expected across western Europe.
Figure 9: The winter (December to February) station-pair NAO index from 1865 to 2015. The index is calculated from the difference in normalized mean sea-level pressure, between readings from Lisbon, Portugal and Stykkisholmur/Reykjavik, Iceland. (source: NCAR/UCAR)
The circulation pattern during December 2015
The exceptionally warm conditions experienced across most of western Europe during December 2015 (see the "Annual mean temperature" section above) have made it the warmest December since 1950 for large parts of Europe. Figure 10 shows the ranking of December 2015.
Figure 10: Top 5 ranking of December 2015 (1 means warmest December since 1950, 2 means second warmest December since 1950, etc)
The warm conditions were related to a very high frequency of westerly or south-westerly winds across the regions. The ranking of December 2015 for the areas in Europe are shown above. It shows that for large parts in Europe, 2015 was the warmest December since 1950. In Figure 11 we show the number of westerly/south-westerly days over the British Isles during that month. Although the index is focused on the British Isles, the values also correspond to conditions across much of northwestern Europe. The frequency of westerly/south-westerly days in December 2015 was only exceeded once before over the 1871-2015 period and is equal to the frequency during December 1949. The dominance of these winds in December 2015 was associated with a high pressure system located over the western Mediterranean and a low pressure over Iceland. In Figure 12 we show a map of the Sea Level Pressure averaged during the month. This provides information on the atmospheric circulation configuration leading to the westerly/south-westerly conditions. It shows a high-pressure system over south-central Europe, advecting warm air northwards towards the British Isles and mid-latitude Europe. This pattern contrasts with the average conditions during the previous 2014 December, where the southerly high-pressure was situated more to the west leading to a higher frequency of westerly winds compared to December 2015. In association with the upper-air steering mechanism demonstrated in Figure 12, the flooding experienced over northern England resulted from a high frequency of low-pressure systems crossing the North Atlantic and northern Europe. A further effect of this pressure configuration was the low ranking of temperatures seen in the figure above over the Eastern Mediterranean and in particular Turkey, which being on the eastern flank of the high pressure system experienced a north westerly air-flow.
Strong south-westerlies were not the only consequence of this pressure pattern: Central Europe experienced several days of weak winds, fog and high concentrations of atmospheric pollutants.
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Figure 11: The number of westerly/south-westerly days over the British Isles during December months since 1871. The data are provided by the Climatic Research Unit, University of East Anglia (https://crudata.uea.ac.uk/cru/data/lwt/).
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Figure 12: Sea level pressure averaged over December 2015. The data were obtained from the NCEP/NCAR Reanalysis project (http://www.esrl.noaa.gov/psd/data/reanalysis/reanalysis.shtml).
Sea Surface Temperature
The west-east temperature difference in Europe for 2015 relates to cooler than usual sea surface temperatures in a large part of the central North Atlantic. The anomalous cooling most likely relates to enhanced air-sea heat exchange related to the stronger winds over the North Atlantic in the first few months of the year. Figure 13 shows the annual mean sea surface temperature of 2015 with respect to the long-term mean 1982-2010. This cold anomaly extended westward, surrounding Ireland and most of the UK and reaching the Portugese coast. Sea surface temperatures in the Mediterranean, the Black Sea and the Baltic Sea were (much) warmer than usual. North of Iceland, the northern North Atlantic and the White Sea (northeastern Russia) were also exceptionally warm, which relates to the low sea ice cover in Spring. Sea surface temperatures were particularly cold in the summer months June to August and the situation has been slowly returning to near-normal conditions since that period.
Figure 13: Sea Surface Temperature averaged over 2015, with respect to the 1982-2010 mean. (source: NOAA_OI_SST_V2 data provided by the NOAA/OAR/ESRL PSD, Boulder, Colorado, USA)
Precipitation
During 2015 a number of significant rainfall events occurred across certain regions of Europe, but examining the year's rainfall totals compared to normal values, 2015 was not remarkable from the European perspective. Figure 14 shows that the Norwegian coast was wetter than usual and that Scotland was drier than usual, but on the whole the total annual precipitation amount is on the dry side. However, Europe saw some strong variations in the number of rainy days (a day with precipitation of 1 mm or more). Figure 15 shows that Portugal and parts of Spain, Ireland, parts of France and Germany and especially eastern Europe saw many fewer rainy days than usual. The UK, the Netherlands and Scandinavia saw more rainy days than usual.
|Figure 14: Annual precipitation over 2015 (mm), as deviations from the long-term mean of 1981-2010.||Figure 15: Annual number of rainy days, as deviations from the long-term mean of 1981-2010.|
2015 in a long-term perspective
The number of frost days for 2015 is less than the long-term average for many parts of Europe (Figure 8). The lower than usual number of these days is in line with a general decreasing trend in frost days (Figure 16) where the trend is shown over the 1951-2015 period. However, this trend - a decrease of up to 9 days per decade - will only have added little to the very large deviations of up to 50 days from the long-term mean observed in 2015.
A similar conclusion exists for the number of summer days. A trend analysis (Figure 17) shows generally increasing trends with no significant trends over Scandinavia. The 2015 deviation from the long-term mean (Figure 7) shows a strong increase in these summer days for southern Europe, while northern Europe saw near-normal amounts of summer days or even fewer than usual.
The information presented in this bulletin, and particularly the comparison between the observed 2015 values against the trend values, demonstrates the significant year-to-year variability that exists in Europe's climate. While record European-wide temperature averages should not be expected for each successive year, or for every part of the European domain, the variability from year-to-year is superimposed on a long-term warming trend.
|Figure 16: Trend in the annual number of frost days over the period 1951-2015.||Figure 17: Trend in the annual number of summer days over the period 1951-2015.|
Authors: Else van den Besselaar, Richard Cornes, Christiana Photiadou, Gerard van der Schrier, Gé Verver, Albert Klein Tank, Antonello Squintu (KNMI, The Netherlands)
Please send your questions, remarks, suggestions to CIB-feedback.
The development of this Climate Indicator Bulletin is initiated by the WMO RA VI Regional Climate Centre Network (Europe and the Middle East).
Parts of this work are done under the EUPORIAS and UERRA EU-FP7 projects. Funding is received from the European Union, Seventh Framework Programme under grant agreements n° 308291 and n° 607193.
This EURO4M Climate Indicator Bulletin is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. | http://cib.knmi.nl/mediawiki/index.php?title=2015:_second_warmest_year_on_record_in_Europe&action=history |
There is no doubt that knowing the future can be a great advantage. The person who is capable of anticipating what life has in store will be able to get closer to achieving everything he or she proposes. Although we know that knowing the future completely is impossible, we can try to predict what is to come. We can anticipate the temperature during the day by seeing what the sky looks like when we wake up, and based on this, we decide what we are going to wear and if we will need an umbrella or not. It is true that we are not always right and on many occasions the day doesn’t go as expected, but in general our instinct is usually right and the days of pain due to a bad choice are the least frequent.
In the daily life of many businesses, there are also situations in which they must anticipate future events and make decisions in order to obtain the highest possible profit. For example, the manager of a clothing store can anticipate future sales by using sales data from previous years in order to ensure stock. Additional information such as temperature, or sales trends in other stores, can also be added, making a much more accurate approximation. This manager is using time series without being aware of it, because the information available is being placed in an ordered way in time and extracting patterns from the result of this ordering. This could be, for example, the ordering in time of sales grouped by day.
This example of daily sales represents a small part of what this manager might be interested in predicting about the future. Using available data and time series to get the most benefit from the business.
Introduction to time series forecasting
Continuing with the same example, our objective is to be able to use all the information contained in this data (product sales historical data, temperature historical data, holiday calendar and sales of competitors or stores in the same sector) to predict future sales of the different products on a daily basis. As we mentioned before, if we consider each of the available data sources grouped at a daily level and ordered chronologically, we can say that we are working with time series.
A time series is a succession of observations of a variable made at regular time intervals and ordered chronologically.
In this case, the time series associated with product sales would consist of measuring the sales of the different items from day to day (at the daily level) and ordered from the first day for which a historical record is available to the current day. We can also define the time series for the temperature historical data, considering the average temperature of each day, a series that reflects day by day whether it is a holiday or not, and a daily series of sales for the historical data of competitors or similar stores.
Once it is clear how to consider our historical data in the form of a time series, we must set the prediction horizon. This horizon is defined as the number of forward terms of the target time series to be estimated. In the case of the clothing store we are considering, the manager should ask if it is enough to know the sales of the store on the next day or if it is necessary to estimate more than one day. In the first case, the prediction horizon is one day, but in case the manager wants to estimate more than one day, we will talk about a multi-horizon problem of ‘n’ days.
This difference between approaching a problem with a prediction horizon of more or fewer terms of the series is very relevant when considering the estimation method. While finding a solution for one-day-ahead forecasting can be covered by a large number of algorithms or models, when we talk about multi-horizon problems, finding a solution can be quite complex. This is due to the closeness of the estimated terms to the time of estimation. If we think of a series containing the temperature of a city, we will find more relationship between the temperature of two consecutive days, to the temperature on days of different weeks. That is, it will be easier to estimate the temperature tomorrow if we say that it will be the same temperature as today, than if we use the same value to estimate the temperature in a week’s time, even if it is the same day of the week. It is therefore essential to consider whether it is necessary to pose the problem to be solved as a multi-horizon prediction problem and, in this case, to know which techniques or models work best to solve it.
To pursue this example further, we must first enter the fascinating world of neural networks.
Neural networks for prediction problems
Neural networks are a mathematical approach to the functioning of neurons in the human brain. Neurons in the human brain transmit information to each other through electrical impulses. A particular neuron will receive the impulse generated by its neighboring neurons and, depending on the amount of impulse received, it will activate and emit a response or, on the contrary, remain inactive. The signal coming from the closest neurons will be of greater intensity than the one coming from the more distant ones.
This behavior was transferred to a mathematical model by means of the perceptron. The perceptron consists of a computational unit that receives different input signals (impulse from neighboring neurons), performs a weighted sum of these signals (signal intensity) and a function is applied to the result of this sum before issuing its response (activation or inactivation of the neuron). We can consider the perceptron as the first artificial neuron model proposed. The weighted sum coefficients are known as ‘perceptron weights’ and the function that processes the result of this sum is known as the ‘activation function’. There are different types of activation functions and one of the advantages of this model is the use of non-linear functions that allow solving problems of a non-linear type.
Over time, new types of neurons and neural architectures have been defined in order to solve different types of problems. We can find the multilayer perceptron, a group of artificial neurons of perceptron type in different layers connected in a sequential way that transmit information from an input layer to an output layer.
In order to work with problems such as the one we encountered in the time series, recurrent neurons were designed. This type of neuron, in addition to returning the result of its activation as the output of the network, considers it as part of the input to make the next prediction. That is, to make the prediction at time ‘t’, it considers the output that it itself has generated at time ‘t-1’ and also uses this information to estimate the future output at time ‘t+1’. The power of this type of neurons is the resolution of sequential type problems such as the case of time series or translation, where both the term or element of the series or sequence being treated and the previous terms of the same must be taken into consideration.
Recurrent neural networks for multi-horizon forecasting
A specific type of recurrent neuron is the LSTM (long short-term memory). This type of recurrent network, in addition to considering as input the output of the neuron in the previous instant, also considers an additional state that allows it to have memory of what it has processed so far. This additional state is modified according to the input received by the neuron and allows the changes generated by this input in the current instant not only to be used in the following instant, but also to be used in the future. For this reason, it is said that this type of neuron has a memory capable of forgetting information that is not interesting and storing information that is interesting to help in future predictions.
For time series processing in a multi-horizon problem, a good solution is to use LSTM type neurons together with an encoder/decoder technique. The idea behind this technique is to use a first LSTM type network to encode the information received in the last ‘n’ known terms of the series, which feeds a second LSTM network that uses this encoded information to predict the next terms of the series. As can be seen, this type of architecture combines two models based on artificial neurons that combine to make the final prediction.
Another significant advance in neural networks that is applied in solving time series problems is the attention layers. These layers allow consideration of which parts of the input information are most important. These types of layers are very useful in translation problems, as they allow the network to focus on those words that give context to the sentence, and allow it to find the best translation for the word being processed.
An example of a neural architecture that combines different types of artificial neurons for solving multi-horizon time series problems is Google’s Temporal Fusion Transformer (TFT). Let’s see how it works.
Google’s TFT neural network explained
As introduced in the previous section, we are going to look at Google’s Temporal Fusion Transformer (TFT) neural architecture. This neural architecture combines the use of LSTM type neurons with an encoding and decoding approach together with different attention layers.
Network input and encoding/decoding block
To explain the operation of this architecture we start from the input it receives. One of the main strengths or advantages of this architecture is the combination of temporal information known in the past, temporal information known both in the past and in the future, and static information. In the example of the clothing store that we mentioned at the beginning when we talked about the manager being able to anticipate sales based on his experience, he will probably also use this distinction between the types of information without being aware of it. He will use the characteristics of the different items (size, color, type of article) as ‘static information’, the sales of each product in the last few weeks as ‘temporal information known in the past’, and the sales of the same products in the same month but in previous years as ‘temporal information known both in the past and in the future’. Each of these types of information plays an important role in the functioning of the architecture, as it will in the mind of the manager.
The manager, in order to get an idea of how the market is behaving, and in particular how well or poorly the different articles are selling, uses the ‘known-to-past temporal information’. This reasoning translated into the functioning of the neural architecture would be equivalent to the step of encoding the information coming from the time series in terms prior to the moment of prediction.
This first intuition of how the market is behaving is probably combined with the information that the manager has from previous years’ sales, together with future information that may be available, such as the presence or absence of holidays, or weather forecasts. In the neural architecture we would be in the decoder part, which receives the information encoded by the encoder, together with the information of the future terms of the series for which both the past and the future are known.
Finally, we can think about how the manager is able to differentiate between the different types of products for which he is estimating sales, and to know for each of them what aspects of the temporal information available to him should be taken into account. A sales peak in the time series reflecting sales of winter gloves in the middle of August will not be as important as a sales peak of the same product at the beginning of winter. This is why static information plays a very important role when dealing with this type of problem, since it can provide more information than one might initially think. For the neural architecture this process of employing the static information to accommodate the prediction to each type of product is carried out through an encoder. Its output is considered by both the encoder and the decoder when assigning importance to the variables they receive and as a starting point in the encoder.
Attention block
The next block in the neural architecture combines different attention techniques capable of detecting different patterns in the time series that cause its operation to vary depending on the input received. In the case of the clothing store, this block would simulate the manager’s behavior by looking at different aspects of the available information depending on: the product for which he is trying to predict sales, the time of the year or the future time for which he is trying to anticipate. This attention block uses both the information coming from the LSTM neurons part of the previous block, and from the coding that has arisen when dealing with static information. In this way, the behavior of the architecture depends both on the static information it is processing and on the different time series it is currently using.
As a result of this attention block, the architecture returns, for each future instant to be estimated, a coded information that will be used in the last output block.
Output generation block
Another great strength or advantage that we find in this architecture is the possibility of using a quantile prediction as an output method. This type of prediction differs in that it attempts to estimate the median value or certain quantiles of the variable to be predicted. Seen from the point of view of the store manager, this type of forecasting does not always attempt to predict the exact sale to be had or the most expected future sale value, but rather allows predicting both that median value in the future sale as a pessimistic and an optimistic estimate. In the case of the pessimistic estimate we would be talking about the case in which the shopkeeper would put himself in the worst possible scenario and think that his sales are going to be the lowest possible. Translated into a mathematical context we would be saying that the manager is estimating a low percentile of the distribution of the variable to be predicted (sales). On the contrary, if the manager makes a very optimistic estimate and thinks that he/she will sell more than expected, we would be facing a scenario in which the estimate would seek to estimate a high percentile. A mid-percentile estimate (50th percentile) would reflect neither optimistic nor pessimistic behavior on the part of the manager and would always allow him to be somewhere in between.
The architecture we are mentioning allows us to define as output several of these percentiles, so that, with the same trained model, we can obtain a future estimate for different levels of “optimism”. With this model, the manager would not obtain a single estimate of future sales, but for each article of clothing and moment in the future, he would obtain a range of possible sales that would allow him to make a more complete decision.
Conclusion
Predictive models can be really valuable for anticipating events and making better business decisions. Some examples are the demand forecasting or the prediction of electricity prices in the energy market. In all these cases we speak of time series forecasting, since the information to be used to make the prediction has a temporal arrangement.
Although different statistical techniques or machine learning algorithms can be used, recurrent neural networks are usually used in this type of problem. One of the most complete neural architectures to date for solving this type of problem is Google’s Temporal Fusion Transformer (TFT).
The advantages of this network are:
- The combination of static variables, time series to past and time series to past and future.
- The use of layers of attention that allow the same model to be used for the prediction of different time series.
- The use of quantile regression as model output, allowing different levels of optimism in the predictions. | https://decidesoluciones.es/en/multi-horizon-time-series-prediction-with-neural-networks/ |
First day of summer was June 5th.
Last day of summer was August 31st.
There have been 63 summer days this year
Historical First Day of Summer and Summer Days
The average of the first day of summer is 22 of May. Each year is colour coded to indicate if the first day of summer in that year is earlier or later than the average first day of summer.
The average number of summer days in previous years is 75.6. Each year is colour coded to indicate if that year had less or more than the average number of summer days.
Compare this graph with the 2014 and 2016 weather graph.
What are Summer Days?
A Summer Day is defined as a day when the average air temperature at Well Hill exceeds 16 Celsius (61 Fahrenheit). The temperature is not adjusted for height above sea level - it is the actual temperature at Well Hill.
Where is Well Hill?
Well Hill is at the western edge of Kent, about 25 kilometres (16 miles) east of London and close to Orpington, in England which is part of Great Britain (GB) which is part of the United Kingdom (UK). It is one of the highest points in Kent and the peak of Well Hill (TQ 497 631) is at 187 metres (614 feet) above sea level.
Keep abreast of environmental news at www.environment-watch.co.uk
From the BBC
Britain could be in for a big freeze, with the climate ending up more like central Canada, say scientists studying the world's oceans. | http://www.whra.org.uk/weather/index2015.htm |
algorithmic modeling for Rhino
I have verified the air temperature data of the .epw file with the monitored data from the period 18 July and 31 July 2017:
As you can see the two trends are not the same for the first days of the considered period.
Even if the end of July for the mediterranean climate is not the best period to perform an adaptive comfort analysis (it's just a pretest to define a LB model) I want to refine the Adaptive comfort Chart (AC) by changing the external air temperature data imported from the .epw file with that of monitored data as reported here below:
Where the monitored ext air temperature are in this form (green panel below):
I have used the comfortPar component to set the following parameters:
The question is this: the AC component could correctly apply the code below if there is only a list of external temperature data for a restricted period (without indication about the limits of this period) and not for an entire year?
else:
#Calculate a running mean temperature.
alpha = 0.8
divisor = 1 + alpha + math.pow(alpha,2) + math.pow(alpha,3) + math.pow(alpha,4) + math.pow(alpha,5)
dividend = (sum(_prevailingOutdoorTemp[-24:-1] + [_prevailingOutdoorTemp[-1]])/24) + (alpha*(sum(_prevailingOutdoorTemp[-48:-24])/24)) + (math.pow(alpha,2)*(sum(_prevailingOutdoorTemp[-72:-48])/24)) + (math.pow(alpha,3)*(sum(_prevailingOutdoorTemp[-96:-72])/24)) + (math.pow(alpha,4)*(sum(_prevailingOutdoorTemp[-120:-96])/24)) + (math.pow(alpha,5)*(sum(_prevailingOutdoorTemp[-144:-120])/24))
startingTemp = dividend/divisor
if startingTemp < 10: coldTimes.append(0)
outdoorTemp = _prevailingOutdoorTemp[7:]
startingMean = sum(outdoorTemp[:24])/24
dailyRunMeans = [startingTemp]
dailyMeans = [startingMean]
prevailTemp.extend(duplicateData([startingTemp], 24))
startHour = 24
Views: 411
Replies are closed for this discussion.
Francesco,
The adaptive comfort model calculates the running mean outdoor temperature as a weighted average of the previous week's temperature. The notion is that people adapt themselves based on what they have recently experienced and that it typically takes about a week for people to fully adapt to a new outdoor thermal condition. This is why you need to provide more that just an outdoor temperature for the range that you are interested in to get the adaptive chart to work correctly. In your case, it might be worth it to just stitch in some data before and after your recording period to get this to work. Just be wary that the first week of your recording period will be using the stitched data of the previous week to determine comfortable conditions.
-Chris
Chris, sorry for the delay.
It was clear the definition of running mean temperature...
I have two questions:
1) if I want to define the adaptive comfort chart for just a day of the above considered period (from 18th to 31th July 2017), for example the 25th July 2017, I have all hourly data of the previous week so I can define the ruuning mean temperature. In this case it is not required the full annual data stream of outdoor temperature. It's correct?
2) if I use the "monthly average" option, in the case of a shorter period than one month, the average monthly value can be replaced by the average calculated on the basis of the available data. It's correct?
Francesco,
Sorry for the late reply. These are good questions and, to answer them:
1) When you plug in a list of 8760 values with a header that says "Dry Bulb Temperature," the component automatically does the math for you to figure out the prevailing outdoor temperature (whether this is averaging monthly temperature or calculating a running mean temperature). However, when you plug in numbers that do not have a header on them, you have to do the math yourself and make sure that the values you plug in are representative of "prevailing" or average conditions and not the raw conditions themselves. I am thinking that I should add a small component to help you calculate this when you have a raw data set but the code to do it is here:
https://github.com/mostaphaRoudsari/ladybug/blob/master/src/Ladybug...
I should also say that you can "hack" the methods of the component just by plugging in 8760 values with a header into prevailingOutdoorTemp and using dummy data to fill in all of the hours of the year that you do not have. You can then use the prevailingTemp output from the component and select out your analysis period to run a study on just your time of interest.
2) Using the "monthly average" option is a lot easier. If your study period is just a month, calculate the average of your data set's outdoor conditions and plug this since value in for _prevailingOutdoorTemp.
-Chris
Chris,
thank you! | https://www.grasshopper3d.com/group/ladybug/forum/topics/adaptive-comfort-chart-and-outdoor-running-mean-temperature?page=1&commentId=2985220%3AComment%3A1811508&x=1 |
Guadalajara in june: average Weather, Temperature and Climate
You wish to go to Guadalajara in Mexico in june : check the weather and seasonal norms here.
Weather in Guadalajara in june 2022
The weather in Guadalajara in june comes from statistical datas on the last years. You can view the weather statistics for the whole month, but also navigating through the tabs for the beginning, the middle and the end of the month.
Average weather throughout june
tolerable weather
Weather at 6am
65°F
Partly Cloudy
36% of time
32%
15%
10%
Weather at 12pm
83°F
Clear/Sunny
51% of time
39%
7%
2%
Weather at 6pm
83°F
Clear/Sunny
60% of time
29%
8%
3%
Weather at 3am
68°F
48%
23%
13%
12%
Evolution of daily average temperature and precipitation in Guadalajara in june
These charts show the evolution of average minimum/maximum temperatures as well as average daily precipitation volume in Guadalajara in june.
Climate of Guadalajara in june
The climate of Guadalajara in june is tolerable
In june in Guadalajara, the climate is wet (with 4.4in of precipitation over 21 days). Unfortunately, the weather conditions is worsening than the previous month since in may there is an average of 0.9in of rainfall over 5 days.
The climate quite nice in this city the month of june. The high seasonal norm is 88°F. The seasonal minimum is 74°F. Thus, the mean temperature average on this month of june in Guadalajara is 81°F. These temperatures are far removed from those records observed in Guadalajara in june with a maximum record of 101°F in 2019 and a minimum record of 63°F in 2009. You can expect to have about 17 days with temperatures above 86°F, or 57 of time.
On average, in Guadalajara, the days of june last 13:22. The sun rises at 07:13 and sunset is at 20:35.
With good weather conditions, the month of june is advisable to go in this city in Mexico.
Guadalajara: another month?
If you can push the dates of your trip to Guadalajara forward, the month of july has a better weather forecast than june. more information
June: another location in Mexico?
If you want to go to Mexico in june, there are destinations with better weather than Guadalajara:
In june, Los Cabos, Chihuahua, Guaymas, Ciudad Juárez, Ensenada and La Paz have perfect weather.
Furthermore, Puerto Vallarta, Monterrey, Aguascalientes, Campeche, Ciudad Acuña and Ciudad Sabinas have good weather.
Seasonal average climate and temperature of Guadalajara in june
Check below seasonal norms These statistics are set from the weather statements of the last years of june.
|June|
|Outside temperature|
|Average temperature||81°F|
|Highest temperature||88°F|
|Lowest temperature||74°F|
|Highest record temperature||101°F|
(2019)
|Lowest record temperature||63°F|
(2009)
|Number of days at +86°F||17 day(s)|
(57%)
|Number of days at +65°F||30 day(s)|
(100%)
|Wind|
|Wind speed||10km/h|
|Wind temperature||76°F|
|Precipitation (rainfall)|
|Rainfall||4.4in|
|Number of days with rainfall||21 day(s)|
(69%)
|Record daily rainfall||2in|
(2020)
|Other climate data|
|Humidity||65%|
|Visibility||9.62km|
|Cloud cover||29%|
|UV index||2|
|Daily sunshine hours||12|
|Sunrise and sunset|
|Time of sunrise||07:13|
|Time of sunset||20:35|
|Length of day||13:22|
|Our opinion about the weather in june|
|Our opinion at whereandwhen.net||tolerable|
How was the weather last june?
Here is the day by day recorded weather in Guadalajara in june 2021:
65°F to 94°F
65°F to 92°F
68°F to 85°F
65°F to 79°F
65°F to 88°F
67°F to 88°F
70°F to 94°F
72°F to 97°F
70°F to 97°F
72°F to 94°F
68°F to 92°F
67°F to 90°F
63°F to 74°F
65°F to 77°F
67°F to 85°F
68°F to 88°F
68°F to 88°F
67°F to 85°F
65°F to 70°F
63°F to 77°F
65°F to 81°F
67°F to 83°F
65°F to 68°F
65°F to 70°F
65°F to 88°F
65°F to 86°F
65°F to 76°F
65°F to 70°F
63°F to 76°F
61°F to 79°F
Map: other cities in Mexico in june
Click over cities on the map for information about the weather in june.
Cities near Guadalajara:
|Colima in june||tolerable weather|
|Aguascalientes in june||good weather|
|Tepic in june||tolerable weather|
|Uruapan in june||tolerable weather|
|Puerto Vallarta in june||good weather|
|Manzanillo in june||good weather|
|Tecoman in june||good weather|
|Zacatecas City in june||good weather|
|Morelia in june||tolerable weather|
|Fresnillo in june||good weather|
Weather data for Guadalajara in june:
Weather data for Guadalajara for june are derived from an average of the weather forecast since 2009 in Guadalajara. There is a margin of error and these forecasts are to be considered as general information only. The weather in Guadalajara can vary slightly from year to year, but this data should limit surprises. So you can pack your bags or check for the best time in year to go to Guadalajara. | https://www.whereandwhen.net/when/central-america/mexico/guadalajara/june/ |
Florence is located at the foot of the Northern Apennines in the Tuscany region. A humid subtropical climate reigns here with a rather noticeable temperature difference between the summer and winter months, which is explained by the remoteness of Florence from the "softening" sea winds. A high level of humidity is also facilitated by the river flowing through the entire city.
Given the fact that it is hot and stuffy in the summer in Florence and damp and cool in the winter, the best time to visit the city is the end of spring and the beginning of autumn.
During this period, there are quite comfortable temperatures (about + 20 + 25 C), and the number of clear days is about 25 per month.
Of course, the inhabitants of Russia and the Baltic countries are hardly able to frighten winter temperatures of + 10 C, and rainy and cloudy days in Florence can not be compared with gloomy days and lingering rains of the same St. Petersburg.
In our characteristics, we tried to more likely convey the feeling of the weather in Florence in a given month in comparison with other months, rather than in its absolute value.
January
January is the month of the lowest temperatures for Florence. The average daytime temperature is around + 7 + 8 C. At night it is cooler, but also mostly with a plus. On some days, the temperature can drop to 0 C.
In January, the sun in Florence becomes a rare guest, more often the days are cloudy and rainy. Rain does not happen so often (3-5 rainy days per month) and sometimes alternates with snow.
February
February in Florence is not much warmer than January, the average daytime temperature is + 8 + 9 C, on some days the air can warm up to + 12 C. At night it is still cold: the average temperature in the dark is + 2 + 3 C.
In January, sometimes rains give way to snow
February is considered the windiest month and quite generous in precipitation, despite the fact that rainy days can be even less than in January.
March
In March, the sun warms more and more: the air warms up to +11 C, and on the warmest days the thermometer can show up to +16 C. At night it also becomes more pleasant: + 5 + 6 C.
However, in March it is still too early to remove warm clothes from a suitcase. There were years in Florence when the thermometer column dropped to -6-7 C.
Tourists in the city are becoming more and more, despite the fact that March in Florence is considered one of the rainiest months of the year.
However, for those who like walks in museums and galleries and prefer to do this not surrounded by crowds, March is quite suitable for spring break.
March is very good for exploring museums and galleries.
April
April in Florence is much more welcoming than March - it is the time of mass flowering and one of the best months to visit the city in terms of the balance between weather and prices.
The city is transforming, delighting guests and residents with rather warm sunny days. The air warms up to an average of +18 C during the day and + 8 + 9 C at night.
Regarding precipitation, April is less predictable: the average number of rainy days in a month is about 4, but year after year is not necessary.
May
The weather in Florence in May is one of the most comfortable for visiting the city. The air temperature already stably reaches + 19 + 23 C during the day, and at night it rarely drops below + 10 C.
April is one of the best months to visit the city.
The number of rainy days in May Florence is 3-4. By the rate of precipitation, May, as a rule, is little predictable and this month is very similar to the previous April.
June
In June, heat comes to Florence - daytime temperature of +27 C becomes normal, a little cooler at night - around +15 C.
Due to the rather high humidity in the city it becomes stuffy. Precipitation is comparable with May-April, but rainy days are more characteristic for the first half of June.
In June, heat comes to Florence
July
The weather in Florence in July is already full-fledged Mediterranean heat: the thermometer column takes off during the day to +32 C, at night about +20 C.
Indigenous people flee from the heat outside the city, while tourists on the streets are becoming more and more.
July in Florence is the record holder for the number of sunny days per month, while rainfall, by contrast, is becoming rare. This is one of the driest months of the year.
August
In August, Florence is still hot and sunny. In the afternoon, the air still warms up to +30 C and even at night it is rarely less than +17 C. In 2003, the absolute maximum for this month was +41 C.
August is considered a month of thunderstorms, but rains are rare and short. According to the rainfall rate, August, along with July, is considered one of the driest months of the year.
August is considered one of the driest months of the year.
September
September in Florence is another month that you should pay attention to if you are planning to spend a vacation in Tuscany.
Despite the fact that it is still hot in the afternoon (up to +27 C), the sun already ceases to burn as unbearably as in August. At night it also gets a little cooler: + 14 + 16 C.
Rare rains in September also make it easier to breathe - you no longer want to hide from the heat, but rather enjoy the warmth.
October
October in Florence is the last warm month of the year when the thermometer still steadily exceeds +20 C. At night, it is also quite warm, about 10 C.
The number of sunny days begins to decline, more often it is cloudy. Precipitation is also increasing, but more rain falls in the second half of the month.
That is why, if you plan a trip to Florence in October, then the beginning of the month is better for this.
October is the last warm month of the year
November
Florence in November is rainy and cool. The air temperature during the day is increasingly less than +15 C, and at night the approaching winter is already felt.
November in Florence is one of the wettest and windiest months of the year, but the amount of precipitation cannot be compared with November in our latitudes.
The daylight in November is also approaching its minimum - no more than 10 hours a day.
December
December in Florence is one of the most unfriendly months of the year with an average daily air temperature of + 11 C. At night, it is also not hot - + 2 + 4 C.
On some days, the air can warm up to + 15 + 17 C, but this, nevertheless, is more likely an exception than a rule.
Cloudy weather prevails in December
Rains in December are usually less than in November, but cloudy weather prevails. The mood is lifted only by a significantly smaller number of tourists at the sights and the spirit of Christmas, which is in the air. | https://ng.lakemerrittplaza.com/3166-climate-and-weather-in-florence-for-months.html |
October 2017 was slightly warmer than the previous October, so members’ usage and bills may be slightly higher than in October 2016. The average temperature came in at 77°, while October 2016 had an average temperature of 75°. Rainfall in October 2017 came in at 2.63 inches compared to last October at 1.90 inches.
There were 379 cooling degree days and 15 heating degree days for October 2017, while last year there were 332 cooling degree days with 0 heating degree days. The Degree Days are based on how much warmer or cooler the average temperature at a particular location is than 65°F. In other words, if the average temperature is 70 degrees outside on a particular day, there are 5 Cooling Degree Days for that day in that location.
Degree days are measures of how cold or warm a location is. A degree day compares the mean (the average of the high and low) outdoor temperatures recorded for a location to a standard temperature, usually 65°Fahrenheit (F) in the United States. The more extreme the outside temperature, the higher the number of degree days. A high number of degree days generally results in higher levels of energy use for heating or cooling. Learn more about temperature’s effect on energy usage.
November’s temperature forecast is fairly close to normal with an average of 68 degrees. Precipitation is forecast to be higher than normal compared to last year. Consider keeping your heating thermostat between 68 to 70 degrees or lower during the cooler months of the year to lower your energy use. | https://secoenergy.com/sunshine-state-stats-october-2017/ |
Prague in may: average Weather, Temperature and Climate
You wish to go to Prague in Czech Republic in may : check the weather and seasonal norms below.
Weather in Prague in may 2021
The weather in Prague in the month of may comes from statistical datas on the last years. You can view the weather statistics for all the month, but also by clicking on the tabs for the beginning, the middle and the end of the month.
Weather details in may
If the month of May is synonymous with fine weather for the country south of Europe, in Prague, we still have to wait a few weeks before enjoying the sun and the spring atmosphere. The slight rise in temperature is accompanied by an increase in the intensity and frequency of precipitation. This makes the climate throughout May in Prague barely acceptable for outdoor activities. Instead, have waterproof clothing or an umbrella at hand in one's luggage.
Prague at the beginning of May
The first ten days of May still allow to enjoy a wonderful weather throughout the month in Prague. Temperatures, continuing to climb gradually, favor a pleasant sensation by midday, especially since the rain is not very frequent. This provides time to enjoy beautiful sunny days on one's trip. In the evening however, expect rainy episodes.
Prague in the Middle of May
By the middle of May, weather conditions have deteriorated. Such conditions are manifested in mornings by the domination of heavy cloud coverings that can turn into showers. For this reason, in the middle of the day, there is still half a chance of having a rainy day. At nightfall, however, the rain recedes and leaves room for a clear or slightly cloudy sky, conducive to outings among friends.
Prague in the Middle of May
As the climatic conditions have not yet ameliorated, the last ten days of the month are marked by a weather in Prague throughout May that is somewhat difficult. Even if the sun is on the program by early in morning, it sometimes happens that the sky is covered by clouds in the hours that follow. Clouds can turn into showers. Therefore, before programming outdoor picnics, stay alert as rain can occur at any time.
Evolution of daily average temperature and precipitation in Prague in may 2021
These charts show the evolution of average minimum/maximum temperatures as well as average daily precipitation volume in Prague in may 2021.
Climate of Prague in may
The climate of Prague in may is good
the weather in Prague in may is wet (with 3.7in of precipitation over 16 days). The weather is worst than the previous month since in april there is an average of 2in of precipitation over 10 days.
The climate is quite fresh in this city may, but it is liveable by dressing warm. The thermometer averaged maximum of 67°F. In the morning the temperature drops to 54°F. Thus, the mean temperature average in may in Prague is 61°F. These temperatures are far removed from those records observed in Prague in may with a maximum record of 85°F in 2009 and a minimum record of 36°F in 2009. You can expect to have about 17 days with temperatures above 65°F, or 55% of the month.
In may in Prague, the days on average last 15:24. The sun rises at 05:17 and sets at 20:41.
With proper weather, the month of may is okay (but not good) to go in that area in Czech Republic.
Czech Republic: get the best price!
Seasonal average climate and temperature of Prague in may
Check below seasonal norms These datas are generated from the weather statements of the last years of may.
|May|
|Outside temperature|
|Average temperature||61°F|
|Highest temperature||67°F|
|Lowest temperature||54°F|
|Highest record temperature||85°F|
(2009)
|Lowest record temperature||36°F|
(2009)
|Number of days at +86°F||0 day(s)|
(0%)
|Number of days at +65°F||17 day(s)|
(55%)
|Number of days at -32°F||0 day(s)|
(0%)
|Wind|
|Wind speed||16km/h|
|Wind temperature||52°F|
|Precipitation (rainfall)|
|Rainfall||3.7in|
|Number of days with rainfall||16 day(s)|
(51%)
|Record daily rainfall||1.1in|
(2009)
|Snowfall||0cm|
|Other climate data|
|Humidity||85%|
|Visibility||8.84km|
|Cloud cover||44%|
|UV index||4|
|Daily sunshine hours||13|
|Sunrise and sunset|
|Time of sunrise||05:17|
|Time of sunset||20:41|
|Length of day||15:24|
|Our opinion about the weather in may|
|Our opinion at whereandwhen.net||good|
How was the weather last may?
Here is the day by day recorded weather in Prague in may 2020:
49°F to 61°F
45°F to 58°F
41°F to 59°F
43°F to 61°F
41°F to 54°F
36°F to 54°F
41°F to 61°F
47°F to 70°F
54°F to 72°F
56°F to 70°F
36°F to 63°F
34°F to 52°F
38°F to 58°F
47°F to 58°F
45°F to 56°F
43°F to 59°F
45°F to 68°F
50°F to 70°F
54°F to 72°F
50°F to 65°F
49°F to 65°F
47°F to 68°F
43°F to 63°F
47°F to 61°F
49°F to 58°F
47°F to 61°F
49°F to 67°F
50°F to 58°F
47°F to 63°F
50°F to 58°F
45°F to 61°F
Map: other cities in Czechia in may
Click over cities on the map for information about the weather in may.
Cities near Prague:
|Brandys nad Labem-Stara Boleslav in may||good weather|
|Kladno in may||good weather|
|Beroun in may||good weather|
|Slany in may||good weather|
|Benešov in may||good weather|
|Mladá Boleslav in may||good weather|
|Kolín in may||good weather|
|Kutná Hora in may||good weather|
|Rokycany in may||good weather|
|Ústí nad Labem in may||good weather|
Recommended for you:
Weather data for Prague in may:
Weather data for Prague for may are derived from an average of the weather forecast since 2009 in Prague. There is a margin of error and these forecasts are to be considered as general information only. The weather in Prague can vary slightly from year to year, but this data should limit surprises. So you can pack your bags or check for the best time in year to go to Prague. | https://www.whereandwhen.net/when/europe/czech-republic/prague/may/ |
Awhile back, I was introduced to a really great online resource for Jews by choice aptly named JewsByChoice.org. It was certainly a great website and I imagine a good resource for those who encountered it. For one reason or another the project was put on hold, now it’s back and better than ever.
Incorporating aspects of community blogs and social networking, JewsByChoice.org is an incredibly useful and dynamic website which provides a space for an online community dedicated to Jews by choice to network and share experiences, in addition to providing a vibrant potential for online learning and the sharing of knowledge and information. Regular visitors and contributors to the site come from a very large spectrum of Jewish observance and familiarity.
The website intends to target a trans-denominational audience, and while it is also intended for those in our community who are Jews by choice, it also has an active, and can only assume passive, readership from those of us who are Jews by birth.
In its own words…
JewsByChoice.org is a Trans-denominational grassroots, peer run, blog and online resource, providing Jews by choice (as well as other interested parties) with opportunities for exploring, discussing and engaging with Jewish Identity, Tradition, Culture and Religious Observance.
Our core mission activities include:
Technology: Harnessing the Internet and Web 2.0 technologies in order to provide Jews by choice with improved online opportunities for: social networking, community building and learning; as a means of facilitating greater Jewish literacy and engagement.
Discussion: Providing a forum for dialogue and discussion where Jews by choice from across the denominational spectrum can (respectfully) discuss and exchange ideas with one another on a variety of Jewish topics.
Engagement: Creating opportunities for Jews by choice to deepen their understanding, connection and commitment to Jewish religion, culture and community.
Advocacy: Empowering Jews by choice to better identify and address issues which act as barriers to their engagement and integration into Jewish life and Community.
In my opinion, the most productive way to encourage inclusiveness and acceptance on a genuine and integral level for all denominations and flavors of Jewish lifestyle, belief, practice, observance and thought involves striving to understand the perspectives and experiences of individual people who walk in all of these different forms of Jewish identity. The type of online community which JewsByChoice.org is creating provides the opportunity for people to connect as individuals and share information and knowledge by utilizing technology and relying upon the motivation of any person who chooses to join the community for their contribution.
I highly recommend jumping over to the site, registering with them and surfing around, start a blog, join some groups and share your thoughts. It’s really a fabulous resource that I hope continues to be utilized and continues to grow. | https://jewschool.com/2010/03/21835/announcing-the-re-boot-of-jewsbychoiceorg/ |
The Land Development Engineering Group (LDEG) is passionate about bringing together Land Development Engineers (LDEs) across New Zealand. We seek to do this by providing opportunities to network and collaborate with peers. As a committee we would like to draw your attention to our online forum where you can post ideas, seek guidance or start a lively discussion.
It is important to connect with and support those who are within our industry and our online forum provides a means to do this. Across the country LDEs are up against the same challenges and it is a missed opportunity if we don’t share our experiences with each other.
To get the conversation going we have started a discussion here on shared access way details. We encourage you to get involved and post your comments and opinions or even start your own discussion! | https://ipwea.org.nz/land-development-engineering-group-join-the-discussion/ |
The Willamette Parents Attending Law School organization is a student-run group open to all students enrolled at Willamette University College of Law. Having a family and attending law school varies from other educational experiences and has its own unique demands. Our members understand the challenges that law school families face and are dedicated to assisting students with the transition. We seek to share best practices for creating or maintaining a family/school balance. Additionally, we provide a casual forum for parents to seek support. Any organizational events are family friendly.
Want to learn more? You can find us on Facebook here. (This is a closed Facebook page, and you must request to be added.)
Become a member and join our listserv by emailing [email protected]. | https://willamette.edu/law/resources/student-orgs/pals/index.html |
The NFB – A Resource for Aboriginal Documentaries
While looking for Canadian Indigenous films to augment Nanook of the North, I found myself visiting the National Film Board of Canada. The NFB site has a section dedicated to the Aboriginal Perspective in film from 1940-2004. The thirty –two Aboriginal documentaries are organized thematically: arts, cinema and representation, colonialism and racism, history and origins, Indigenous knowledge, sovereignty and resistance, and youth.
Within this collection there are films made by Aboriginal and non-Aboriginal people. Stereotypes are rampant, however the collection provides a starting point for critically analyzing Indigenous stereotypes in Canadian Film. The 1943 Eskimo Arts and Crafts film perpetuates many stereotypes of the Inuit. Upon seeing Robert Flaherty’s name as a consultant on the film, I began to further understand his role in creating the media’s Aboriginal persona of the time. This documentary, along with many others, would be appropriate Canadian content for teachers wishing to compare and contrast historical media stereotypes of Indigenous people. It would be interesting to analyze Aboriginal and non-Aboriginal films, thereby encouraging critical thinking about Indigenous stereotypes and media literacy in our students.
October 11, 2012 No Comments
Reel Injun
A documentary film created by a Canadian Cree filmmaker to highlight and then debunk the stereotypes of Indigenous people in film. The Reel Injun website has reviews and clips, as well as a link to their Youtube channel with clips from films that perpetuate Indigenous stereotyping. This film and the website helped me understand and deconstruct indigenous stereotypes in film. A review of particular interest is Xavier Kataquapit’s, an Indigenous comedian, who wrote a blog post and orally recorded it for the website. “In one hour, ‘Reel Injun’ gave me a healthy and informative perspective on the history of how my people are perceived in this world.” His perspective helped me further understand storytelling and the importance of this film to Indigenous people, as well as the general public.
Viewing this film in the Social Studies or English classroom, along with a historical documentary such as Nanook of the North or an NFB film, would enable students to actively visualize indigenous stereotypes and critically assess their impact.
October 11, 2012 No Comments
The Urban Aboriginal People’s Study
Stereotyping of Indigenous people has been an issue since first contact with European explores, and it is a problem still today. The Urban Aboriginal People’s Study strove to examine “values, experiences and aspirations” of Aboriginal people living primarily off reserve. This research project provides perspectives of Aboriginal people living in Vancouver, Edmonton, Calgary, Regina, Saskatoon, Winnipeg, Thunder Bay, Toronto, Montreal, Halifax and Ottawa. 2,614 Aboriginal people are surveyed in this report. This study should be reviewed critically. It was not conducted by an Indigenous Group; however Aboriginal people were interviewers, guides, experts, and data analyzers.
I believe this is an excellent resource to help teachers understand their Aboriginal students, as well as a source for students to assess their own and their city’s stereotypes of Indigenous people.
October 11, 2012 No Comments
8th Fire
The blatant stereotyping and exaggerations of Nanook of the North reminded me of the importance of deconstructing stereotypes in film, thus I gravitated towards finding appropriate Indigenous film resources for the classroom. 8th Fire is a CBC documentary film series about the relationship between Aboriginal people and other Canadians. The website has a plethora of resources on Aboriginal perspective, history and stereotypes. Although only a couple of clips from 8th Fire can be viewed on line, there are multiple other videos in which Aboriginal people are interviewed. These short videos provide perspective on Aboriginal tradition, culture, politics, stereotypes and rights. The videos have the potential for sharing Aboriginal culture and issues with non-Aboriginal students, but also with Aboriginal students. As with any media, teachers would have to encourage critical viewing and media literacy when viewing the videos.
Another interesting aspect of the site is the Aboriginal Filmmaker section. Because I am researching how to support Aboriginal students in their studies, I found the personal stories about the filmmakers quite engaging. The written word combined with the digital stories about their experiences, family and traditions provided another layer of depth to this site. I would be interested to see how Aboriginal students receive these stories, if they connect with the filmmakers, and if students would be motivated to create their own videos.
October 11, 2012 No Comments
UBC Indigenous Foundations Website
I stumbled across this website when I was researching the commodification of totem poles On further exploration, I realized this UBC website is an excellent resource for finding information on Indigenous stereotypes and Indigenous people. Particularly, the article Aboriginal Identity and the Classroom discusses the historical and current issues indigenous people have faced in the Canadian education system. The article also highlights stereotypes Aboriginal students face and the importance Aboriginal identity plays in education. The writer presents a historical context for teachers wishing to understand Aboriginal educational experiences and their students’ perspective. This article is part of the larger What I Learned in Class Today: Aboriginal Issues in the Classroom Project. which highlights political, cultural and identity issues faced by Aboriginal students in the classroom.
October 11, 2012 No Comments
Tipatshimuna – Innu Stories from the land
The Innu Virtual Museum provides an excellent example of the use of technology to create a record of the elders’ (Tipatshimuna’s) stories. The Innu people have created a digital website to share their traditional lives with other Innu and people across Canada. The perspectives provided offer an understanding of what life was like for Innu youth and families. Exhibit galleries, videos, audio clips, Innu youth stories and elder autobiographies help create this digital cultural story.
I believe this website would be an excellent resource for teaching about Canada’s Indigenous, particularly northern Quebec and Labrador. As well, the collection is an excellent example of empowering Indigenous youth to learn about their culture through the use of technology.
Camille
September 20, 2012 No Comments
Google Earth Preserving Indigenous Culture
I never realized the potential of Google Earth to preserve cultures. Chief Almir Surui of the Brazilian Indigenous Surui recognized that Google Earth would enable his people to create and preserve a cultural map of their ancestral lands. The article on Mashable provides an overview of the Surui project in text and video format.
Chief Almir Surui was concerned with two issues: loss of culture and unsustainable illegal logging of the Amazon. “These days you can’t separate talking about culture from talking about technology, there’s no separation between these things,” Chief Almir Surui told Mashable. Chief Almir embraced technology and partnered with Google: training Elders and a group of young students on how to use laptops and cellphones to take pictures, videos, map locations and record stories. The result is a technological record of Surui historical sites, land, animals and traditions.
I was struck by this story because I believe Chief Almir Surui recognized that his tribe was fighting a losing battle, and therefore needed to combine traditional methods with western technological approaches. Combined, the elders and students have brought awareness to Amazon deforestation and the challenges affecting Indigenous people.
Camille
September 20, 2012 No Comments
Empowering Indigenous Students Through Culture and Technology
Resistance through Re-presenting Culture
“If not us, then who?” The Traditional Pathways to Health Project encouraged students to use video to record their culture’s perspective on healthy living. This paper reviews the journey students and teachers undertook to educate themselves and their community on health related issues, while preserving their culture via video. Students were required to plan, research and develop their video to be shared with their community.
Students believed this activity provided them with an opportunity to resist the Eurocentric education system and connect with their traditional culture. The project empowered students to learn about their community and to share their experiences in order to promote awareness and understanding.
Camille
September 20, 2012 No Comments
Indigenous Knowledge and Sustainability
The UNESCO Teacher Education Module provides an overview of key topics concerning Indigenous education. Six modules are provided for teachers to examine:
1.The wisdom of the elders.
2. UN Declaration on the Rights of Indigenous Peoples.
3. Why is indigenous knowledge important?
4. Living by indigenous knowledge.
5. Indigenous and formal education.
6. Enhancing the curriculum through indigenous knowledge.
Of particular interest to me was the section on Indigenous and formal education. This section highlighted the differences between Indigenous and Scientific Knowledge. I was reminded of Marker’s (2006) article, “After the Makah Whale Hunt: Indigenous Knowledge and Limits to Multicultural Discourse.” The very first point made in the comparison is that Indigenous Education values the sacred and spiritual knowledge, whereas formal education often excludes the spiritual and is very secular. This correlates with the obliviousness presented by the administrators, teachers and students to the Whale Hunt and the Makah student’s story.
This website is an excellent read for educators to gain an understanding of how to honour Indigenous traditional education, support Indigenous students in the classroom, and provide Indigenous perspective.
Camille
September 20, 2012 No Comments
Restoring Language
Crossing the Digital Divide: College of Menominee Nation uses technology to restore language
Like many Indigenous cultures, the Menominee Nation’s language is threatened. This article describes the action the Menominee Tribal College took to preserve their language and culture, while preparing their students for the future. Three aspects are discussed: online education, teacher-student interactions, and a Community Technology Center.
In order to reach Menominee students across the country the college began using on-line classes. Instructors have further embraced technology: downloading over 100 hours of audio recordings on to iPods and creating new digital movies involving students and elders. Social media may also be a valuable tool by connecting youth with elders who support them in their language development. The tribal nation recognized that not all people have access to technology, thus they built the Community Technology Center, which offers computers and internet access for the public.
The Menominee example highlights the capabilities of technology to preserve Indigenous culture and encourage youth to make connections to tradition and elders. | https://blogs.ubc.ca/etec521sept12/author/cmcfarlane/page/2/ |
Its that time again when the team get together and plan for the year ahead. When we started this we were blown away by the exciting opportunities that are opening up to us and the work that we get to be part of that we wanted to share some of these with you all.
Firstly our team is growing! We have attracted investment into growing the Children’s team increasing from 1 staff member in 2016 to 6 members of staff with an amazing array of skills and experiences in 2019!
We are also involved in shaping and developing
Cluster Connect – bringing VCOs, statutory and communities together to develop a community offer that tackles local priorities and improve public health outcomes
Care and Share and Parent Carer Forum merge to expand their reach and level the playing field of opportunity via a greater online community for parent carers who are isolated as result of their caring responsibilities.
Establish a Leaders Forum to address challenges in the Early Help and Safeguarding system
Recruitment of a new apprentice Who is passionate about collecting the experiences of young residents who really want to make a difference
Beautifully Young Humans – Inspirational and motivational stories are hosted on IZone to encourage self-development for those seeking help and advice on this site.
Don’t Dis my Ability network formation – championing the inclusivity of VCOS who are dedicated to supporting people with additional needs and disabilities and those who would love to learn how to be more accessible.
If you want to know more about the work we are involved in, or would like to get involved just get in touch and we will happily share the excitement over coffee and cake! We were so thrilled by this coming year that we had to make a short film to spread the excitement! We hope you enjoy it. | https://dudleycypfnetwork.net/2019/04/30/2019-a-year-of-opportunity-and-growth/ |
http://www.katu.com/news/investigators/What-role-did-the-Internet-play-i...
Isabelle Sarkinen (left) and Anna Ishikawa
BATTLE GROUND, Wash. - What role did the Internet play in pushing two young girls past the emotional tipping point and into taking their own lives?
KATU On Your Side Investigator Anna Canzano has learned that disturbing messages and online postings on two popular websites - Facebook and Instagram - preceded the deaths of Anna Ishikawa on January 12th and Isabelle Sarkinen on December 5th.
Both of the girls were 8th graders in the Battle Ground School District. Their deaths are not directly related, but the circumstances are similar.
Students who knew the two girls, along with school officials, have told KATU that online name-calling and other antagonistic or emotionally dark activity involving Anna and Isabelle had escalated in the weeks before their deaths.
That material, obtained during the course of our investigation, includes images directly related to suicide.
The Battle Ground community is still reeling from the deaths of five students who took their own lives between February 2011 and July of last year. In 2011 at least five teens from across the Vancouver area committed suicide. Following the deaths of Anna and Isabelle, district officials have singled out the Internet as contributing to the tragedy.
The letter they sent home to parents about cyberbullying is a warning to all families; the text in its entirety is printed below. KATU is also providing web resources for parents and teens, aimed at suicide prevention.
We want to be clear that this story is not an effort to point fingers or assign blame for the deaths of these girls, but rather to share lessons that could help save young lives. The families of both girls are aware of our report and our intent in sharing it.
KATU On Your Side Investigator Anna Canzano has been looking into the circumstances of Anna and Isabelle's deaths and how online bullying can torment young people. You can watch her full report tonight on KATU News at 6.
- Mind Your Mind: A non-profit dedicated to providing reliable information for youth dealing with depression, anxiety, and suicide. The site contains youth-specific resources, tips for coping with mental illness issues, and the personal stories of youth who have experienced and overcome these issues.
- Reach Out: A website for youth, by youth, with information on how to help yourself or a friend who is thinking about suicide. Allows youth to share their stories about overcoming depression and suicide in an online, supportive environment.
- We Can Help Us: A collection of videos made by real teens who have gone through a variety of different challenges and overcome them. Also allows other youth to share their own stories in a supportive environment.
- The Trevor Project: A website dedicated to helping LGBTQ youth dealing with depression, anxiety, and suicide. Also operates a 24-hour crisis hotline, 1-866-4-U-TREVOR.
- The Jed Foundation: A resource for college students containing information about depression and anxiety among college students, and information about how to get help at school.
- Metanoia.org: An online resource that offers information about how to find and contact a therapist, and how to make sure your therapist is right for you. Also offers resources for connecting to a therapist online for 'e-therapy'.
- Teen forum on suicide being held in Battle Ground
Resources for parents:
- Association for Behavioral Cognitive Therapies: Offers information for parents about childhood mental health issues and advice on finding the best treatment for you and your family.
- Lok-It-Up: A campaign to promote the safe storage of firearms. Offers advice on how to safely store firearms and prevent teen firearm suicide.
- ASK Campaign: A website dedicated to gun safety. Information about firearm deaths and tips for preventing your children from gun violence.
Resources for Educators:
- Evergreen Education Association: The Evergreen Education Association is holding a "Diversity and Social Justice Conference" in February with a session that will focus on suicide prevention.
Letter from principal at Chief Umtuch Middle School:
Dear Parents of Chief Students,
As you know the past week has been difficult at Chief. Our students have been dealing with some very heavy issues. Emotions have been high and many students have had to confront themselves and how they deal with others students. For many, relationships have been "on again, off again." A new word has even been coined: frenemy. This refers to a person who is your friend today, your enemy tomorrow, your friend the next day, and so on.
And here's what makes it worse: Facebook. Now I don't have a Facebook account, and I don't want to speak out of place. I'm sure some aspects of social networking have merit. But I also know what I observe each day in working with our children. For most, the disadvantages far outweigh the advantages. Kids engage in petty disagreements and small problems become large; they lose a sense of what it means to be confidential; they spend far too much time doing something that adds almost nothing to their skills and abilities in becoming productive adults. And worst of all: they tend to be meaner when they type than when they talk face to face. In most cases, in my opinion, our kids when Facebooking, are developing poor habits that diminish their ability to form and maintain positive relationships.
As you might suspect, this has great impact on our school. Nearly all Facebooking by students is done outside school walls and outside school time. Yet it comes to us each day. Before we even begin our day, some students are upset with each other because of comments made late in the evening before - often in a "conversation" that didn't even involve them at the start. Sad.
So ... I want to challenge you. For the good of all our children, please monitor closely your kids' Facebook accounts. Limit their time; read their comments. For some, I'd even suggest closing their accounts altogether and going without. This would actually be my first choice. Hopefully the word frenemy will be short lived. May our kids learn to develop relationships where a friend today is a friend tomorrow. True, we face many challenges in helping our kids learn - not all our bad habits can be attributed to Facebook. But the challenge of controlling Facebook is immediate, and, if we succeed, the impact will be positive and great. Please, let's accept this challenge now.
-Dave Cresap
Principal
CMS
Andrew Doan MD PhD
My Videos: Internet gaming disorder is real & my story
*The views expressed are of the author's and do not necessarily reflect the official policy of the U.S. Navy or Department of Defense. | https://www.olganon.org/forum/parentschildren-and-video-games/what-role-did-internet-play-suicides-two-girls |
This ongoing series combined crowd-sourced submissions of text, photos, and video for a frank and refreshing approach to one of the most important issues in America today.
“A Conversation About Race” is a curated collection of interview-based films and viewer submissions that has provided Americans with a powerful, positive forum to share their experiences with race in this country. Drawing from a broad group of contributors with diverse perspectives—each one thematically focused on a specific sub-issue of race—this project has transcended the constraints of traditional documentary. Due to its breadth of content and volume of passionate submissions, it has become a groundbreaking platform for advance discussions about the state of race relations in America.
This project was created for Op-Docs, the New York Times editorial department’s Emmy and Peabody Award-winning forum for short, opinionated documentaries. The Op-Doc series and interactive with user submissions has quickly become one of the most popular and discussed online projects we’ve produced, sparking notably frank and often emotional conversations about one of the most charged issues facing our nation today.
In 2015, we presented five films from the “Conversation on Race” series to the public, each of which served as a conversation starter for the viewer interactive. Each Op-Doc included interviews with subjects speaking to different racial themes. For example, in “A Conversation with My Black Son,” parents reveal their struggles with telling their black sons that they may be targets of racial profiling by the police. In “A Conversation on Growing Up Black,” black boys and young men tell us candidly about the daily challenges they face because of these realities, and explain how they feel when their parents try to shelter and prepare them for a world that is too often unfair. In “A Conversation with Police on Race” we hear from officers on policing and race in America. The themes broaden in “A Conversation with Black Women on Race” in which black women and girls talk about the intersection of race and gender, and the specific challenges they face in society. “A Conversation with White People on Race” features interviews with white people on the challenges of talking about these themes, even when they have positive intentions. The conversation is applied to other groups with “A Conversation with Latinos” and “A Conversation with Asians,” where people from both backgrounds talk about issues that specifically concern them.
Immediately following the launch of the first installment, the series was broadly shared across social media platforms, with viewers often sharing their own stories along with it. The films together received more than 1500 comments, generally containing thoughtful exchanges of perspectives and ideas, and most expressing gratitude for the moving and constructive tone of the films and the perspectives included. On nytimes.com, one viewer called the series “Outstanding, poignant, and regrettably necessary work,” and continued “Our nation needs more from this series.”
Due to the popularity of the films, and the call for more perspectives, we decided to include as many different points of view in this conversation as possible. We put out a broad call for submissions to our Times audience—and beyond—and created an interactive where they could share their own stories, via whatever medium they chose. Ultimately, we received hundreds of submissions, which are still coming in. The result is a multimedia interactive drawing from across states and generations, including videos, photos, and essays where viewers share their thoughtful personal stories. This new approach to documentary transcends the traditional style of the genre, in which filmmakers select their subjects. Our “Conversation on Race” series empowers all our viewers to tell their own story, and contribute to the conversation on their own.
As we debate the headlines about race, this interactive has become a constructive and open forum for people to have the important, if sometimes painful conversations about race that need to be had at home, in our own communities, schools and families. | https://awards.journalists.org/entries/a-conversation-on-race/ |
Immersing students in the target language embraces all facets of the classroom environment—physical, social, emotional. This immersion encompasses a variety of tangible elements through which we can purposefully use the target language in our own classrooms: print, audio, and video authentic resources; authentic tasks in the three modes of communication—interpretive, interpersonal, and presentational; formative and summative performance assessment; classroom management; teacher-to-student plus student-to-student informal interactions.
While using the target language for curriculum-oriented items (i.e. authentic resources, authentic tasks, assessments) is more easily incorporated into our teaching, we may find it challenging to stay in the target language to establish rapport and build relationships with our students who are at the Novice or Intermediate proficiency levels. There is a sense that the lack of language stands as a barrier to developing those social and emotional connections.
But don’t let that stop you from bringing the language into all facets of your classroom. Staying in the target language creates a more cohesive sense of community, a community that has shared goals and experiences, empowers its members to contribute, provides a safety net for taking risks, and consequently, builds trust, collaboration, and a “can-do” attitude with using the language.
There are many strategies and tools we can use to build community through immersion in the target language. Today, let’s take a look at one tool and six strategies that take advantage of the power of social media.
No, we’re not going to access one of the social media tools that students may use with their friends. We’ll be working in a secure environment that comes with your Wayside product: the Classroom Forum in each Explorer course on the Learning Site. This is one of my favorite tools for building that sense of community with students as well as immersing them even more into the language and culture.
Post notices of upcoming school events (i.e., concerts, theater productions, sports) in which your students are participating. Highlight their achievements in these events, but also include what they’re doing outside of school. Provide notecards on which students can share what they’ve done if they’re too humble to post the notice themselves. Also, encourage parents to send in notices and links to photos or online news stories. And don’t forget to post birthdays, along with bar mitzvahs, bat mitzvahs, cotillions, quinceañeras, Eagle Scouts, etc.
Another idea is to feature a student of the week (Nuestro/a estudiante estupendo/a). Include in the post why he or she was selected and encourage classmates to add their own kudos or congratulations.
The Classroom Forum is a great spot to display exemplary student work. Take photos of the work and attach them to a post. Upload and share audio or video recordings students have made for a specific task. Create a series of “awards” (i.e. most creative, best use of vocabulary, most culturally authentic) and post multiple works for a given assignment. Have classmates add positive comments and ask follow-up questions about the content or context.
Post a prompt with a list of partner challenges. In groups of two, have students “spin” an online spinner and then complete the corresponding challenge. Include tasks that encourage kindness, collaboration, teamwork, expression, and the sharing of ideas and opinions. Here is an example for Novice learners who have been expressing likes and dislikes:
Each month, share class highlights from the previous month. In preparation, take photos of class activities, student work, and students in action (headless shots are my favorite; I don’t post students’ images and they have fun trying to guess who is in the photos). Post the images and have students write captions (i.e., adjectives, rejoinders, simple sentences, complex sentences). Or post sentence starters and have students submit their versions of the complete sentence. Some examples include (prompts that reinforce language structures serve double duty):
Have students take the lead in posting a comment, task, or prompt to which classmates can respond. Have a student take photos related to the content under study or of interest to classmates so that they can write captions or design memes.
Choose a day of the week and have students complete a 3-2-1 reflection or task. For example, on Fridays, the following makes sense:
On Wednesdays, many students love celebrating Zachary Jones’ Miaucoles:
Come up with a creative task for the other days of the week and over the course of the school year, use each of them once.
And it goes without saying (but, I’ll state it anyway) that all these posts and responses are in the target language.
So, take the plunge! Immerse your students even more in the target language by using the Classroom Forum to build a positive, supportive language community!
Share: | https://www.waysidepublishing.com/teaching-resources/6-ways-to-build-community-online |
Diversity in workplaces is of the utmost importance, especially in tech fields. Now that women are gaining traction in these fields, our focus should be to promote inclusivity for women in the workplace to improve their overall experiences and show them that they are truly welcome. Women still hold only 38% of management positions, while men hold 62%. Issues such as hiring bias, microaggressions and unequal pay contribute to this inequality and are detrimental to female tech workers.
One of the most common questions female students ask female engineers at career fairs and recruiting events is “how has your experience been as a female working at your company?” What we really want to know is if they have ever felt isolated, discriminated against, uncomfortable in their working environment, or if they have loved their experience overall. Therefore, based on our own needs we created BLOOM, an online resource for women in technology to come together and share their experiences working at various companies and learn about other companies through a system of rankings, reviews, and conversations.
What it does
The Ranking Section: This section ranks companies according to their overall rating or ranking by topic (equal pay, atmosphere, time flexibility, upward mobility, maternity support). By clicking on the button below a company, the user can go to a more detailed review of the company. It allows users to easily see potential compatibility with companies as well as share their own experiences. Additionally, it provides companies with an incentive to create a more inclusive environment as well as feedback on what areas specifically to improve.
The Conversations Section: This section is a forum that allows users to interact with each other and ask for advice on common issues they face as women in tech fields. Users will be required to make an account before posting and will have the option to remain anonymous when posting reviews or having conversations. Through building this forum, we provide a positive outlet for women to express their concerns and bond over common experiences, thereby fostering a supportive and encouraging community.
How we built it
Challenges we ran into
While working on BLOOM, one of the challenges we faced was addressing all aspects the problem we were tackling. At first, we imagined having a website like Glassdoor to show women in tech rankings about companies as a tool for them to decide where to work. Our focus later shifted to include a forum to ask questions and an overall platform to build community. We were also torn between focusing more on ideation/expression or code. In a short time frame like this, expressing our ideas was the more important aspect, so we decided to go with creating a website through Weebly for the initial version.
Accomplishments that we're proud of
We are proud that we were able to find inspiration from our own experiences that could help people in similar situations such as choosing a company to work or intern at. We are proud to work toward empowering women because “empowered women empower women”. We worked to show both an easy-to-see simple ranking (ranking page and reviews) as well as advice (conversations page). We believe that BLOOM will be a very valuable resource for all women in technology and in promoting gender equality in the workforce.
What we learned
We learned how to draw from our own experiences to create something that potentially helps our own communities. We also learned that it’s not just about making a perfect product but about fleshing out out ideas. We also learned to weigh in possible problems such as skewed reviews and the need for anonymity.
What's next for Bloom
BLOOM could expand to include resources such as helpful website links to articles and blog posts. We could also reach out to tech companies to encourage all of their employees to leave a review and join the conversation. In addition, the focus of BLOOM could expand to provide a platform for other underrepresented minorities in tech, such as people of color, the disabled and LGBTQ. | https://devpost.com/software/bloom-vd1wbe |
POPPA, the Philosophy of Personal Progress & Acquisition (of Wealth), was created as an answer to the question of how a person should live their life. It is a reasoned and practical philosophy which prizes ambition, and recognises the many essential benefits of material wealth to a happy and secure human life. It’s purpose is to equip people with the knowledge, confidence, skills, and network required to thrive.
A Poppaist is a person who lives their life according to the truth, nothing more or less. Stress is placed on evidence and an extreme observance to the truth in ones own thinking, and to this aim the theory of knowledge and method of thought is of paramount importance. A Poppaist is a scientist and a philosopher in his every day life, but the primary aim of these things is the furtherance of his own life. No knowledge is sought for knowledge’s sake.
Poppaism’s aim is to be the condensation and refinement of all the virtues that have characterised the best of the Western Man of European origin. From the Greeks, to the Romans, from the great British scientists, to the Protestant Ethic which built America.
In a time when the Western world’s future seems to be uncertain, The POPPA school is an attempt to bring together a group of English speaking peoples residing worldwide, but particularly in the United Kingdom, The United States, Australia, Canada, New Zealand and South Africa. Although we have been manifestly let down by our countries and our leaders, and even by our parents, we still have inspiring past examples to look to. The POPPA School’s aim is to place us in a position to attain this greatness once again, and to ensure that our legacy doesn’t die through weakening and soft minds, or cultural purposelessness.
Wealth and independence are the preconditions of man’s freedom, and only such a man can change the world in his own image – this is Poppaisms goal.
Here at the ‘POPPA School’ our aim is to build a dedicated community of like-minded people, who have an interest in furthering their own lives through knowledge and interaction, with myself (Lawrence), and with the other community members.
To learn more about the philosophy, community aims, and private forum, please see the videos available on the videos page. I encourage anyone who sees the value of our material to join the forum and become part of the community. It is something that is very special to me, as I hope it will be for you.
Regards, | http://poppaschool.com/ |
“With technology becoming increasingly part of our social and cultural fabric,
Ontario’s Parent Engagement Policy (2010) identifies social media and digital communication as a powerful way to enhance parent voice and expand
the possibilities for communication and parent engagement.”
– Brian Coulson & Lou Paonessa, 2016
The impact of family engagement on student learning and achievement is overwhelming. Research shows that active parental support and engagement contributes significantly to improving student learning and achievement. Today, many schools are leveraging the power of technology to provide better and more meaningful ways for parent engagement and involvement. As Joe Mazza (2016) points out, “technology is not a replacement for personal relationships but a powerful tool to enhance those relationships in ways like never before possible.”
This module provides an opportunity to explore some of the ways school leaders use digital communication tools to inform and enhance communication with their school partners. The learning engagements focus on the use of digital communication tools to:
- develop positive digital footprints and enhance professional communication
- support parent involvement in their child’s learning
- share school success stories
- create blogs to communicate school and professional learning
As you look through this module, consider what learning engagements can best support you professional growth and leaderships skills for digital communication.
Building Capacity for Enhancing Communication and Community Engagement with Technology
For PQP Part 1 – Select one or more of the learning engagements outlined below as a starting point for exploring Module 5 – Enhancing Communication and Community Engagement with Technology.
For PQP Part 2 – Select one or more learning engagements (different from the ones you selected in Part 1) and highlight them in your Leadership Portfolio Assignment.
PQP candidates reflect and share their learning through
● Twitter #PQP10 (Part 1), #PQP20 (Part 2).
● Their online reflection sheets (the link to your online reflection sheet is available in your TeachOntario folder).
Learning Engagement # 1
“As students are becoming proficient with tools and online applications at
increasingly younger ages, Catholic schools need to support them in
developing their critical and moral faculties to help them become safe,
responsible citizens in the global online community. Members of Catholic
school communities need to work together to support their students in
behaving as ethically and responsibly online as they do in the physical world.”
Ethical and Responsible Use of Information and Communication Technology
– Catholic Curriculum Corporation, 2011
This learning engagement provides an opportunity to examine and critically reflect on important guidelines governing the appropriate use of social media and electronic communications in school communities. With the increasing use of new technologies, mobile devices and social media in schools today, many boards across Ontario are updating their “Acceptable Use Policies for Technology” to address these new realities. The Ontario College of Teachers has also recently updated its Professional Advisory for the Professional Use of Electronic Communication and Social Media (2017). The Advisory sets out suggested digital practices for maintaining professional boundaries for communication and appropriate professional relationships.
As you read and reflect on your school/board’s Acceptable Use Policy (e.g, TCDSB Acceptable Use Policy for Technology) and the College of Teacher’s Advisory, consider how connected leaders model and create “positive digital footprints” for themselves and their school community.
Share and Reflect
Questions to guide your thinking (post your response in your class online reflection sheets):
● Share some examples of how you might communicate and share with parents effective strategies for creating a “positive digital footprint” for their children.
● How might educational leaders like yourself model and create a “positive digital footprint?” Highlight a few examples where digital communication can contribute to fostering healthy and professional relationships with students and parents.
Learning Engagement # 2
“Maximizing the use of technology is essential as we
approach parent engagement in the twenty-first century.”
– Ontario’s Parent Engagement Policy, 2010
Increasingly, educators and school leaders are leveraging the power of technology to engage and actively involve parents in their children’s learning and education. The innovative use of digital communication can provide opportunities for two-way communication and help connect families who may feel disconnected to their child’s learning because of busy work schedules, language or geographical barriers.
As as a starting point for this learning engagement, view the video, Principals as Connected Leaders. Use #PQP10 (Part 1) or #PQP20(Part 2) to share your ideas and experiences in using social media to inform and engage parents in your Cathollc school community.
Read two or more of the following articles below to reflect on digital communication as a valuable leadership practice for community engagement:
- Effective Communication and Parent Engagement in a Digital World – Brian Coulson & Lou Paonessa
- 12 Ways Digital Tools Power Parent Engagement – Getting Smart, 2016
- 5 Ways to Bring Parents into the Learning Process – George Couros
- Enhancing Family-School Partnerships in a Digital Age – Marilyn Price-Mitchell
- Parent Engagement in a Digital Age – Emelina Minero
- Select your own article(s) relating to this topic
Share and Reflect
Questions to guide your thinking (post your response in your class online reflection sheets):
● What do you think are some effective way school leaders and educators can leverage technology to enhance parent engagement and involvement? How is this reflected in your own leadership practice and school community?
● What might be some challenges in using social media and digital tools for this purpose?
Learning Engagement # 3
“Social media provides a virtual window for sharing the great things
that are happening at the school and a powerful way to promote
richer conversations between parents and students.”
– Tamara Johnson, 2016
Today many educational leaders are using a variety of social media tools and digital apps to share their success stories with their Catholic school communities. Take a few moments to view George Couros’s Ted Talk about how digital storytelling is a powerful way for sharing the diverse talents and voices of students and educators.
What resonates with you in watching this video? Share your thoughts using #PQP10 (Part 1) or #PQP20(Part 2).
Twitter Moments is a tool for content curation and digital storytelling. This new feature of Twitter enables educators to create and curate special school events or professional learning experiences using pictures, video and tweets. This video and article provide some starting points for creating a Twitter Moment.
Create a Twitter Moment to highlight a professional learning focus or school event in your school community. For example, consider using PQP Twitter hashtags to create a Twitter Moment about a learning focus or event in your PQP class. You might also consider creating a Twitter Moment related to a classroom or school event where you can access twitter content, pictures or videos.
Share and Reflect
Questions to guide your thinking (post your response in your class online reflection sheets):
● How might digital curation tools like Twitter Moments enhance your leadership practices for school communication? Share an example of a Twitter Moment you recently created
● What other social media tools might you use to highlight success stories in your practice or school classroom?
Learning Engagement # 4
“In blogging..I get to return to my professional passion: learning about,
reflecting upon, and sharing ideas about K-12 education in the 21st century.”
– Jonathan Martin
Blogs are another valuable professional digital tool for developing your voice as a Catholic leader. Unlike Twitter that has limits on text (280 characters), blogs provide a more extensive online space to integrate text, links, videos, images and many other features.
As you dig deeper in this learning engagement you will see that blogs can be used for a variety of purposes. For example, they can provide a school-based platform for communication, an e-portfolio to highlight professional growth and leadership, or as a collaborative space for educators to share innovative ideas and resources.
Keep in mind, that creating a blog is a work in progress. For the purposes of this learning engagement, we invite you to explore various types of blogs and how you can get started on developing your own blog as a connected leader. You might consider this as an opportunity to create a blog for your portfolio assignment in PQP Part 2.
As a starting point, explore a blog from an educational leader from your board or an connected leader you follow. Below are examples of educators who have blog sites and some online sites where educators can share their blogs:
- Tamara Johnson, Vice Principal/Educator, SCCDSB
- Lou Paonessa, Principal, YCDSB
- Jennifer Casa -Todd, Educator, YCDSB
- Connect2innovate Blog Series
- TeachOntarioEdBlogs
Before you get started setting up your blog, you might want to check with someone you know who has a blog site for some tips and ideas. Below are some suggested blogs sites that are free and have user friendly interfaces for setting up a blog:
- Blogger is part of the G-Suite and can be easily accessed through your Chrome or a Google account. View this video to get started.
- WIX provides an easy to use platform for building a blog or website. View this video to get started.
- Select a platform of your choice to create a blog site.
Share and Reflect
Questions to guide your thinking (post your response in your class online reflection sheets):
● What were some of the challenges and successes you experienced in creating your leadership blog?
● Post a blog related to your professional learning in this part of the PQP program or a leadership topic of interest to you. | https://connect2innovate.com/module-5/ |
We've joined Facebook!
In an effort to promote our positive school community and in keeping with the way many people interact with technology, we are pleased to announce the launch of our school Facebook page.
Our Facebook page is primarily a news feed and will be used to celebrate what the children are achieving in school, provide reminders of important dates and events, promote the school to prospective parents and develop a sense of community. This Facebook page is supplementary to our existing school communications channels and will not replace regular communication channels such as Teachers2Parents, EvidenceMe, emails and the school newsletters.
Please be aware that individual queries and comments will not be answered through the Facebook page - you should still contact the office or your child's classteacher in this instance.
Click here to view the official Bromley Hills Facebook page. This page will be managed periodically during school hours. If you wish to Like and use our Facebook page, please familiarise yourself with our Code of Conduct relating to our page.
Please do bear with us, as we adopt this new platform, our primary focus is the education of your child/children.
Facebook Code of Conduct
Purpose: Our intent is to use this digital means to promote a sense of community, share successes and school news and to provide parents and the wider community with information about school activities and events through a medium preferred by many.
Using real names: All users interacting with the Bromley Hills Primary School Facebook page must do so using a Facebook account that clearly identifies them by their real name.
Posting Comments: In the spirit of community building and positive reflection, all posts are to be expressed in a positive frame. If you wish to leave a comment on a post, it is expected that posts do not contain negative, abusive or inappropriate sentiment and that language used is appropriate and not offensive. Posts must not negatively target our members of staff (see ‘Raising Issues’ for more information). We reserve the right to remove comments that do not adhere to this.
Raising issues: It is not the intent of our school Facebook page to create a complaints and issues page. Please use appropriate forums, such as direct contact, to do so and follow the school procedures and codes of conduct relating to the handling of complaints and issues. We remind the community that some things are best dealt with privately and that school issues should be dealt with by the school.
Issues involving any of the students, staff or members of the parent community must not be communicated via Facebook. We will not support any interactions that incite or contribute to negative sentiments.
Similarly, the school will not respond directly to requests or messages on Facebook. If you need to contact the school, please either contact the office or speak to your child’s teacher in the first instance (as is our accepted process). Should you require further assistance, contact a member of the Senior Leadership Team. The school can be contacted on 01384 816940.
We reserve the right to block access by anyone who abuses our trust (See below).
Interaction: Initially, users will be able to comment on the school’s postings and on comments by other users. Users will also be able to ‘react’ to a post or comment by clicking the ‘like’ button. Users will not be able to author a posting of their own or upload media (photos and videos). These user permissions will be reviewed over time, and assessments will be made about access based on use.
Underage Facebook users: People under the age of 13 years are prohibited by Facebook’s Terms and Conditions from creating an account, therefore the Bromley Hills Primary School Facebook page is a forum for adults to engage and demonstrate appropriate and positive online behaviour. Bromley Hills Primary School does not endorse children under the age 13 year old threshold imposed by Facebook creating their own Facebook account.
Friending school staff on Facebook: All school staff operate under a Code of Conduct that states that they are to maintain a professional relationship with students and parents and must refrain from social interaction. Please do not request to friend our teachers or school staff on Facebook.
Moderation and Blocking: Bromley Hills Primary School reserves the right to ban any user from interacting with its Facebook page for breaches of this Code of Conduct. We also reserve the right to set the strength level of the Facebook profanity filter and to add additional words, emojis and names to the page’s blocklist as we see necessary. | https://bromleyhills.sch.life/Page/Detail/check-out-our-school-facebook-page- |
Dear Parents and Carers,
Once again, I am writing to you to thank you for all the hard work and support that you are putting in to educating your children at home. I know that this has not been easy, and I hope that you have found the resources and support provided by the school helpful. I have included some updates below, please read and contact the school if you have any questions. I would like to ask you to continue to keep our whole community in your thoughts and prayers, and to continue to support each other as I know you have been doing. I am very aware that anxiety levels have been raised by the speculation in the media about when schools are likely to return. Please be assured that we have started to make some very considered plans about what this might look like for SJF and we will be involving staff, governors, students and parents in that planning. My first consideration will always be to ensure your children’s health and safety as we move through the next few months. God Bless,
Mrs Lennon
KEEPING IN TOUCH
This week, staff have been releasing video messages to share with our students. Our chaplain, Miss Coleman, has offered a prayer and reflection every day, and Heads of Year have shared their experiences and insights. We have already had many positive comments from our students, and some have even submitted their own videos as replies! If you haven’t already, I would suggest that you have a look using the link below. We are one community, all experiencing similar challenges and we wanted to share some of our experiences to help our students, staff, parents and carers.
https://stjohnfisher.school/keeping–in–touch/
These videos will continue over the coming days, but we would also like to hear from you. If you would be prepared to share photos or short videos (30 seconds or less) of you and your children’s life during lockdown, please submit this to Miss Walker using [email protected].
These videos could involve sporting activities, arts and crafts, cooking, or even as Mrs Bailey modelled on her video, pets! Please be aware that we may share these videos and photos with our community using our Twitter page, Facebook page or website. Please only submit photos or videos if you consent to them being shared in this way.
INTERNET SAFETY
With the increased use of the internet at present, we thought it may be helpful to remind parents of a few tips for monitoring your children’s activity:
- Ensure that all privacy settings on social media accounts are set to their highest level. This means that anything posted can only be viewed by accepted contacts. All social media platforms have a help menu to guide you through this process. The following link takes you through the process for a number of the more widely used
platforms: https://parentinfo.org/article/setting-safety-and-privacy-settings-for-socialmedia-apps
Continue to speak to your children about their use of the internet and remind them that they can speak to you or another trusted adult if they are worried about anything they have seen or read.
- Regular monitoring of their social media usage is advised. If you come across any posts, messages or images that concern you, the following link will provide you with guidance on how and where to report your concern: https://parentinfo.org/article/child–online–safetyduring–lockdown–where–to–report
- Finally, please remind your children that it is their responsibility to ensure that they are being polite, considerate and respectful towards others when messaging and posting on their social media accounts – in a world where you can be anything, be kind.
Below are some further links that offer support and guidance on keeping your children safe online:
We would also like to remind you that, used correctly, the internet is a safe and valuable tool to help children keep in contact with friends and relatives and continue to complete learning tasks from home.
NHS & KEYWORKER CARDS
Throughout this challenging time, the hard work and dedication of our NHS workers has been at the forefront of our thoughts. With this in mind, we have set a voluntary task on Show My Homework for students to design a card or letter to express their thanks to our NHS workers. Details of what they need to do, and how to submit this, are on Show My Homework and the school will make sure that they are passed on to NHS workers both in Medway and London Hospitals.
SHOW MY HOMEWORK
Thank you for your continued support of the school and the encouragement you have given your children with the work that is being set on Show My Homework (SMHW). Supporting learning at home is not easy and the way that our students have engaged with it so far has been very positive. I’ve included a reminder about the way the work is being set below.
As I mentioned in a previous email, teachers are setting an equivalent amount of work to the number of lessons they would normally teach. E.g. If your child has three science lessons a week, they will receive three hours of science work per week.
Teachers will be assessing a piece of work every four to six lessons. This means that some work will not need to be submitted. The pieces of work that will need to be submitted will be clearly labelled. Feedback for these pieces of work might come in the form of comments from the teacher, or in some cases will be automatically marked by the SMHW software (or other platforms like ‘educake’ or ‘Seneca’ and wrong answers identified to students.
LIVE LEARNING
As of this week the live learning lessons have been extended to all year groups. If a teacher is scheduling a live learning session they will send an email to your child’s school email as well as posting a notification on SMHW. Please do encourage your child to check their emails and look out for these opportunities.
The live learning sessions can be accessed using a computer, tablet or smartphone. No extra equipment is required. If your child is uncomfortable sharing live video of themselves, they can disable the video function or put in a different background. Instructions for doing this have been shared using your child’s school email address.
I would like to remind you that not all teachers will have the necessary IT equipment at home to carry out these sessions, so these will not be available from every teacher or every subject.
WELLBEING
This week I took part in a webinar where a counsellor named Jo Morton- Brown was a contributor. I was very impressed with the advice and guidance she was able to provide, and wanted to point you in the direction of her You-Tube channel. The guidance is mainly aimed at supporting the wellbeing and mental health of young people aged 11-19 during the lockdown period. Some of it is aimed at school staff, but the vast majority of it is applicable to parents and carers as well.
https://www.youtube.com/channel/UCUFB1XwKcbymlIJCzyeo6eg
STUDENT AND PARENT QUIZ
I hope you enjoyed last week’s quiz. You can check your answers below.
|Subject||Question||Answer Space|
|English||Who lived at Privet Drive?||Harry Potter
|
(and/or the Dursleys)
|Maths||How many sides does a Heptadecagon have?||17|
|Science||What is the first element in the periodic table?||Hydrogen (H)|
|RE||Who was Bishop of Rochester and regularly heard Katherine of Aragon’s (Henry VIIIs first wife) confession?||St. John Fisher|
|Geography||What geographical feature could be called an “oxbow”||A lake|
|History||VE day is on the 7th May but on what date did the second world begin for Great Britain.||3rd September 1939|
|Art||Which impressionist famously painted waterlilies?
|
|Claude Monet|
|French||What does the phrase “C’est la vie” mean?
|
|That’s life|
|Latin||“Caecilius est in horto” What does this phrase tell you about where Caecilius is?||Caecilius is in the garden|
|DT||Which famous Victorian engineer designed the Clifton suspension bridge in Bristol? | https://stjohnfisher.school/school-information-update-7th-may-2020/ |
Welcome to supporting parents who have experienced recurrent care proceedings.
This website has been developed to bring together and to share more widely materials that will be relevant to anyone working with parents who have had children removed from their care through care proceedings and to provide a place to share this learning more widely.
Following an initial set of care proceedings mother’s have a one in four chance of reappearing before the family court within seven years. Many fathers are also caught up in multiple proceedings, sometimes with the same partner, sometimes with a different partner.
On this website we use the term parents who have experienced recurrent care proceedings to describe parents who have had experience of one or more sets of care proceedings, as a result of which their children have been placed outside of their own care.
These parents are likely to have experienced significant and multiple adverse experiences in their own childhood (ACEs), see for example, Felitti V (2002) The Relation Between Adverse Childhood Experiences and Adult Health: Turning Gold into Lead, and have continued to face trauma and difficulties as adults, compounded by the trauma of having their children taken away. The impact of such trauma and adversity often also leads to people falling through the nets of support and being seen as ‘hard to reach’ or ‘difficult to engage’. As a result, people can miss out on support services for children and families, on treatment services for substance misuse, on mental health services, attention to physical health problems, and also attention to contraception and sexual health.
There is growing realisation that ‘lack of engagement' is more a question of the need to develop services and practitioners about how they can reach out and engage with people in trauma-informed ways.
How this website was developed
This website has been developed to bring together research, practice knowledge and lived experience for all those who would like to better understand the issues facing parents and to ensure that they are better supported to access the services they need.
Supporting Parents Community of Practice
If you are working in a service set up to provide support for parents who have experienced recurrent care proceedings, or are interested in setting up such a service, we would encourage you to join the online Community of Practice, which meets on Microsoft Teams and provides a forum for discussion, peer support, sharing resources and training for all those working in this area. If you would like more information about the Community of Practice please Contact us.
References
- Broadhurst K, Mason C, Bedston S, et al. (2017). Vulnerable Birth Mothers and Recurrent Care Proceedings: Main Findings. London: Nuffield Foundation.
- Broadhurst K, et al. (2015). Connecting Events in Time to Identify a Hidden Population: Birth Mothers and Their Children in Recurrent Care Proceedings in England.
- Alrouh B, Broadhurst K and Cusworth L. (2020). Women in Recurrent Care Proceedings in Wales: a first benchmarking report. London: Nuffield Foundation.
- Philip G et al. (2021). ‘Up Against It’ Understanding Fathers’ Repeat Appearance in Local Authority Care Proceedings. Research Briefing. Nuffield Foundation. | https://supportingparents.researchinpractice.org.uk/about/ |
Questions tagged [site-culture]
The site-culture tag has no usage guidance.
11 questions
6 votes
2 answers
123 views
Why is moderation important?
After trying to draw some attention to a community about the lag time in review queues being handled, I was met with this response from one of the users: "I'm still confused why should I care ...
7 votes
2 answers
120 views
Are there reliable community benefits to "cake days"?
Your "cake day" is the anniversary of the day you joined a site. These are probably most well known from Reddit, but are also supported in some other internet softwares, or from mods. My experience, ...
8 votes
3 answers
100 views
How did you successfully introduce Slack and on-board your community?
I'd like to know about your experiences on-boarding a community specifically related to Slack. How did you introduce your community to what Slack is, why you're choosing the platform, and how the ...
8 votes
1 answer
220 views
What are best practices for creating engaging experience in a forum-based community?
So, I'm building a science and tech forum website and I need recommendations on how to make the experience for the members more engaging so that more of the membership will return, and become more ...
13 votes
2 answers
245 views
How should a tech company communicate on Twitter?
I'm working in a software company where we regularly do coding dojo (practices with peers) and tech monitoring to stay up-to-date (reading article, watching conferences, etc.). I'm a software ...
7 votes
2 answers
78 views
How do I encourage the development of subcommunities?
My users have a range of topics they discuss. Obviously, not everyone is interested in everything. The platform has the ability set up different tags. These tags become subcommunities (on other sites ...
36 votes
3 answers
1k views
Detecting and preventing hostility to women?
Background: I participated pretty heavily in a topic-centered online community. I joined soon after it was created, so there were a lot of discussions about how to run the site, what's in-scope and ...
16 votes
2 answers
214 views
Can't watch 24x7; how do we keep comments under control?
"Don't read the comments" is pretty common advice on the Internet, and for good reason: once somebody starts leaving snarky or rude comments others tend to follow suit. Blog owners or community ...
20 votes
4 answers
242 views
How can I introduce changes to cover costs without enraging the community?
Many communities begin as small projects and hobbies. They start as a passion and the creators pour their time and money into the project. As a community grows, though, the need for new hosting, ...
10 votes
3 answers
131 views
How to make elitist users be nicer to beginners without "protecting" bad users? [duplicate]
After a "digital community" starts getting old, it gathers a group of old timers who were there from the beginning, and now feel they "own" the site. These old timers often get angry/frustrated with ...
16 votes
2 answers
167 views
How should I deal with help vampires in a forum?
We have a forum where we have assembled a collection of users, many of whom are highly skilled, experienced, and friendly too. We have been lucky to attract these people. The dedicated purpose of this ... | https://communitybuilding.stackexchange.com/questions/tagged/site-culture |
Immersing students in the target language embraces all facets of the classroom environment—physical, social, emotional. This immersion encompasses a variety of tangible elements through which we can purposefully use the target language in our own classrooms: print, audio, and video authentic resources; authentic tasks in the three modes of communication—interpretive, interpersonal, and presentational; formative and summative performance assessment; classroom management; teacher-to-student plus student-to-student informal interactions.
While using the target language for curriculum-oriented items (i.e. authentic resources, authentic tasks, assessments) is more easily incorporated into our teaching, we may find it challenging to stay in the target language to establish rapport and build relationships with our students who are at the Novice or Intermediate proficiency levels. There is a sense that the lack of language stands as a barrier to developing those social and emotional connections.
But don't let that stop you from bringing the language into all facets of your classroom. Staying in the target language creates a more cohesive sense of community, a community that has shared goals and experiences, empowers its members to contribute, provides a safety net for taking risks, and consequently, builds trust, collaboration, and a “can-do” attitude with using the language.
There are many strategies and tools we can use to build community through immersion in the target language. Today, let’s take a look at one tool and six strategies that take advantage of the power of social media.
No, we’re not going to access one of the social media tools that students may use with their friends. We’ll be working in a secure environment that comes with your Wayside product: the Classroom Forum in each Explorer course on the Learning Site. This is one of my favorite tools for building that sense of community with students as well as immersing them even more into the language and culture.
Post notices of upcoming school events (i.e., concerts, theater productions, sports) in which your students are participating. Highlight their achievements in these events, but also include what they’re doing outside of school. Provide notecards on which students can share what they’ve done if they’re too humble to post the notice themselves. Also, encourage parents to send in notices and links to photos or online news stories. And don’t forget to post birthdays, along with bar mitzvahs, bat mitzvahs, cotillions, quinceañeras, Eagle Scouts, etc.
Another idea is to feature a student of the week (Nuestro/a estudiante estupendo/a). Include in the post why he or she was selected and encourage classmates to add their own kudos or congratulations.
The Classroom Forum is a great spot to display exemplary student work. Take photos of the work and attach them to a post. Upload and share audio or video recordings students have made for a specific task. Create a series of “awards” (i.e. most creative, best use of vocabulary, most culturally authentic) and post multiple works for a given assignment. Have classmates add positive comments and ask follow-up questions about the content or context.
Write a note of appreciation to one of your teachers.
Talk for one minute to your partner about what you like to do in your free time.
Draft a top-ten list of your favorite things about your school.
Talk about three things you would like to do if given a free-choice activity in language class.
Describe three things you would like to take with you on a month stay in Paraguay (or another country other study).
Have students take the lead in posting a comment, task, or prompt to which classmates can respond. Have a student take photos related to the content under study or of interest to classmates so that they can write captions or design memes.
1 thing I plan to do this weekend.
1 name I would give to a cat and why.
Come up with a creative task for the other days of the week and over the course of the school year, use each of them once.
And it goes without saying (but, I’ll state it anyway) that all these posts and responses are in the target language.
So, take the plunge! Immerse your students even more in the target language by using the Classroom Forum to build a positive, supportive language community! | https://waysidepublishing.com/about/news/2018-11-19-building-a-community |
Painting steel is an efficient method of preventing corrosion as it forms a barrier against two factors needed for initiating the corrosion process: air (containing oxygen) and moisture. However, not all coatings can withstand the harsh marine environment. Therefore marine coatings are specially developed and tested in order to protect ships against corrosion. In addition it is important to realise that the performance of the paint is dependent on the quality of surface preparation and paint application.
Transocean can advise the required coating system for your ship and provide the technical assistance to ensure the system is applied correctly.
Read more about Transocean Marine. | https://www.transocean-coatings.com/en/products/marine/ |
Valves used in industrial facilities, as well as oil and gas installations, must endure severe conditions that can damage surfaces, lead to downtime or even shorten a part’s lifetime. Gate valves, impellers, housings, sleeves, ball valves and diffusers must withstand harsh environments that pose problems such as:
-
Wear due to heavy contact with abrasive metals and other solid materials that may erode the valve.
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Sticky substances that cause product hang-ups, reduce speeds and make cleanup difficult.
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Corrosion from sour gases, saltwater and chemicals.
In our new webinar, “Mind Your Metal: Coating Conversations on Valves,” we’ll take a look at how these common problems threaten the performance and lifetime of valves. We’ll also show you how engineered coatings can improve hardness, protect against corrosion, ease cleanup, reduce downtime and achieve optimal media flow. | https://www.magnaplate.com/resources/blog/547-mind-your-metal-coating-conversations-on-valves-on-demand-webinar |
While standard atmospheric anti-corrosive coatings such as inorganic zinc silicates and epoxies are designed for long periods of exposure in corrosive offshore environments, temperature resistant coatings often rely on some degree of post-cure at elevated temperature to attain full anti-corrosive properties and damage resistance. This is especially the case for inorganic silicone coatings, often collectively termed Inert Multpolymeric Matrix (IMM) coatings, which have widespread use within the oil and gas industry due to their excellent flexibility and resistance to temperatures up to 650°C (1202°F).
The deficiency in ambient cure has led to examples of IMM coatings corroding prior to entering service for their intended end use. Although inorganic zinc silicate primers can be used to protect IMM coatings against ambient cure breakdown, they are difficult to apply correctly and the requirement for an extra coat in the system reduces productivity. Most importantly, they are not recommended for use under insulation due to the rapid consumption of zinc in the harsh environment on the steel surface. A coating is required that combines excellent ambient cure and high heat performance, without the use of an inorganic zinc silicate primer. But how do we demonstrate its suitability for corrosive ambient temperature environments?
ISO12944-9:2018 - A standard for the most aggressive corrosive environments
Traditionally, several internationally recognised standards have been developed to provide an indication of how a coating system will perform in-service, in an accelerated timeframe and to assess the suitability of a coating for a particular environment.
These include ASTM B117 and ISO 9227, which involve continuous exposure to salt fog at 35°C (95°F), and ASTM G85, a modified salt fog test with wet/dry cycling and low pH. One of the concerns with ASTM B117 and ISO 9227 is that continuous exposure to salt solution is unrepresentative of conditions experienced by coatings in the field. Although modified salt spray standards have been developed, this overall problem remains.
The aim of the ISO12944-9:2018 standard is to provide an accelerated test which subjects the coating to conditions more closely related to those seen in the field. This includes UV and condensation exposure at high temperatures to mimic the strong sunlight that the coating experiences in an offshore environment, exposure to hot salt fog which accelerates the corrosive conditions in a CX environment, and a freeze cycle to introduce the stresses associated with diurnal and seasonal temperature variations.
A reliable solution to ambient temperature corrosion
Interbond 1202UPC is a next generation Universal Pipe Coating developed by AkzoNobel; this two pack, aluminium pigmented, silicone coating provides corrosion and heat resistance at temperatures from -196°C to +650°C (-321°F to 1202°F) on insulated and uninsulated steel.
A vital aspect of this product is that unlike traditional IMM coatings, ambient cure anti-corrosive properties are attained prior to post cure during high heat service.
Always consider the journey of the coating prior to service
When specifying coatings for service at elevated temperatures, the ambient temperature conditions which the steelwork may be exposed to prior to going into service must be considered. ISO12944-9:2018 is an internationally approved standard which is designed to provide a reliable indication of how a coating will perform in an offshore CX environment, in an accelerated timeframe. Interbond 1202UPC complies with the requirements of the ISO12944-9:2018 standard and is well equipped to withstand the severe conditions faced between application and entering high heat service. | http://www.oilreviewmiddleeast.com/technical-focus/the-importance-of-ambient-cure-for-high-temperature-coatings |
# Marinisation
Marinisation (also marinization) is design, redesign, or testing of products for use in a marine environment. Most commonly, it refers to use and long-term survival in harsh, highly corrosive salt water conditions. Marinisation is done by many manufacturing industries worldwide including many military organisations, especially navies.
In some instances, cost is not a guiding force, and items may be designed from scratch with entirely non-corrosive components engineered and assembled to resist the effects of vibration and constantly changing attitude. In others, particularly in "marinising" an existing product that was not designed specifically for a marine environment for sale in the public marketplace, a balance must be found between the competing criteria.
There are three main factors that need to be considered for a product to be truly marinised.
Resistance to corrosion. Resistance to vibration. Ability to function properly in conditions of constantly changing attitude (an object's orientation about its center of gravity).
## Examples
### Metals
Marinised metals include some of the following:
Non-corrosive alloys that resist or are impervious to salt-water corrosion, e.g. 316 marine grade stainless steel; brass (an alloy of copper and zinc), or bronze (which contains copper with tin in place of zinc).
Metals electroplated or dipped in a corrosion-resistant material, e.g. galvanised steel Metals painted with special anti rust or anti corrosion coatings Plastic coated metals
### Electronics
Marinised electronics use one or more of the following protection methods. In most cases more than one method is used:
Coating by a spray or dipping to protect from salt air and water. Full encapsulation in some form of resin or gel. Specialised mounting of internal parts for vibration protection. Use of specialised corrosion resistant solder and corrosion resistant metals.
### Batteries
Marinised batteries are usually gel batteries or sealed maintenance-free batteries. Not using marinised batteries in salt water can be deadly in an enclosed environment for many reasons:
Sulfuric acid and salt water react to generate dangerous hydrogen chloride gas, necessitating the use of valve-regulated maintenance-free sealed batteries. The battery must have stronger plates and separators to withstand constant vibrations and impacts caused by large waves striking the hull. Plate collapse can cause short-circuits and electrical fires or explosions. A marine battery must function at any angle due to the changing attitude of the vessel it is mounted in. Gel VRLA batteries are best for this purpose. | https://en.wikipedia.org/wiki/Marinized |
Environmental problems derived from the massive use of conventional energy resources are one of the main issues that our society has been facing in recent decades. Renewable energies (and particularly solar energy) have become a highly competitive means to meet the world’s increasing energy demands in a sustainable and clean manner. One of the key research challenges for the commercial deployment of several solar energy technologies is focused on the development of feasible and durable coatings that withstand appropriate optical and thermal performance over the lifetime of the solar facilities. This book addresses a number of relevant aspects related to coatings for renewable energies, including a deep survey of coatings used in photovoltaic solar energy, the development of a superhydrophobic and thermal stable silica coating that is potentially suitable for various industrial applications related to renewable technologies, the development of coatings to improve the resistance of structural materials used in concentrating solar thermal technologies with molten salts, and several research works related to solar reflectors for concentrating solar thermal technologies (such us the advanced analysis of the corrosion, the suitability of anti-soiling coatings, and the development of top protective coatings for high-temperature secondary concentrators).
protected silver --- secondary reflector --- sputtering --- HiPIMS --- GIXRD --- thin film --- superhydrophobic surface --- sol-gel --- silica coating --- temperature stability --- concentrated solar power --- grade 91 steel --- Cr-diffusion coating --- Al-diffusion coating --- pack cementation --- molten nitrate corrosion --- X-ray diffraction --- Raman spectroscopy --- third element effect --- concentrated solar thermal power --- water saving --- solar reflector --- anti-soiling coating --- outdoor test --- reflectance measurement --- soiling rate --- cleaning method --- concentrating solar thermal energy --- corroded solar reflector --- improved measurement method --- corrosion product --- corrosion rate --- monochromatic specular reflectance --- solar hemispherical reflectance --- solar energy --- coatings --- scopus --- material solar cell --- thin film --- polycrystalline --- organic solar cell --- thin film a-Si: H --- optical design --- light trapping --- solar energy --- coatings --- thin film --- reflector --- light trapping --- concentrating solar thermal energy --- reflectance corrosion
Choose an application
This book is a collection of articles that have been published in the Special Issue “Responsive Architecture” of the MDPI journal Buildings. The eleven articles within cover various areas of sensitive architecture, including the design of packaging structures reacting to supporting components; structural efficiency of bent columns in indigenous houses; roof forms responsive to buildings depending on their resiliently transformed steel shell parts; creative design of building free shapes covered with transformed shells; artistic structural concepts of the architect and civil engineer; digitally designed airport terminal using wind analysis; rationalized shaping of sensitive curvilinear steel construction; interactive stories of responsive architecture; transformed shell roof constructions as the main determinant in the creative shaping of buildings without shapes that are sensitive to man-made and natural environments; thermally sensitive performances of a special shielding envelope on balconies; quantification of generality and adaptability of building layout using the SAGA method; and influence of initial conditions on the simulation of the transient temperature field inside a wall. | https://www.doabooks.org/doab?func=search&minusFilter=year:%222019%22&template=&query=kw%3A%22outdoor%20test%22&fromYear=&uiLanguage=en&toYear=&filter=year%3A%222019%22 |
Corrosion under insulation (CUI) remains a persistent challenge at chemical process industries facilities, but the issue is receiving renewed attention amid a host of technologies, materials and methodologies for detection and prevention of CUI
Corrosion of process equipment, piping and structural elements is an ongoing problem at chemical process industries (CPI) facilities because of its potential to contribute to catastrophic failures, safety concerns and increased cost and effort for maintenance. The corrosion subcategory known as corrosion under insulation (CUI) is a particularly difficult challenge for plants to address as industrial sites continue to seek efficiency gains and avoid heat loss by insulating process equipment. By its nature, CUI is hidden from view, and it can progress quickly under certain circumstances. The renewed attention on CUI has been highlighted by new coating technologies and detection methods, aimed specifically at the problem of CUI.
Corrosion knowledge base
Professor Homero Castaneda-Lopez, the director of the National Corrosion and Materials Reliability Center at Texas A&M University (College Station, Tex.; www.tamu.edu), works with companies on improving corrosion performance for their assets, including testing different materials in various environments and identifying which control actions would be most effective at increasing safety and reliability. “The ultimate goal is to avoid all catastrophic incidents,” Castaneda-Lopez says, “and when you have aging infrastructure and assets, it requires that we be proactive, rather than reactive, at preventing corrosion.” In part, that requires closing the current knowledge gaps and developing a deeper and more widespread understanding of corrosion,” he notes.
“While most people on industrial sites have a general awareness about corrosion’s potential impact, there remains a great need for improving the knowledge base on corrosion, not only for chemical engineers, but also for mechanical engineers and others,” says Castaneda-Lopez.
Castaneda-Lopez says the issue of corrosion under insulation (CUI) has been garnering significant focus recently, because it remains a large problem for which there have not generally been efficient solutions. “It’s a stubborn problem that is going to be worse in the future,” he says.
Steven Reinstadtler, infrastructure market manager at Covestro LLC (Pittsburgh, Penn.; www.covestro.com) and committee chair with the Association for Materials Protection and Performance (AMMP; Houston; www.ampp.org), has also seen a renewed focus on CUI. “In the past, any solutions for CUI were extremely limited and individual components-based,” he says, “Now, while CUI remains a significant problem, some solutions are available that do address the issue, although they tend to be complex and involve multiple components working in concert, and so therefore, can be somewhat expensive,” Reinstadtler comments.
Environmental performance of anticorrosion Coatings
Aside from CUI prevention, another prominent trend in industrial coatings is the pursuit of enhanced environmental performance of anticorrosion coatings, in part by lowering the level of volatile organic compounds (VOCs) in the coatings and also by using bio-based materials.
Covestro’s Reinstadtler explains: “over the past few years, substantial VOC reductions have been achieved for coatings that are designed for more aesthetic purposes, and that don’t place such a premium on durability, such as architectural and decorative paints. But the push for lower-VOC coatings had not extended to the same degree to industrial protective coatings until now, because the need for performance and durability was so high.”
Now, regulators at the state and federal levels are taking a tougher look at lowering VOC requirements for industrial coatings, and possibly de-listing solvents that are currently exempt from VOC limits. As a result, coatings manufacturers are investing a lot of development effort toward making formulations that will address anticipated lowering of VOC levels and elimination of some exempt solvents for industrial coatings. VOC and solvent discussions relative to industrial coatings are happening now with the California Air Resources Board and the South Coast Air Quality Management District, Reinstadtler says, and will extend to other regulatory bodies in the future.
An example is the recent development by Covestro of a new technology using polyaspartic resins and unique aliphatic hardeners for anti-corrosion topcoats. Designed to “future-proof” the product line by meeting anticipated future regulations on lower VOCs and the delisting of exempt solvents, the new coating contains less than 100 g/L VOCs and does not use any exempt solvents, Reinstadtler says, explaining that the technology is a two-component system using Desmophen NH polyaspartic resins reacted with Desmodur aliphatic hardeners to create a polyaspartic coating. The system is scheduled be discussed in full detail at the AMMP conference this month.
The effort to reduce VOCs without compromising on anticorrosion performance has also been taken up by BASF SE (Ludwigshafen, Germany; www.basf.de). Although solvent-borne systems are still prominent in many direct-to-metal (DTM) coating applications, water-based binders are increasing in popularity because of the lower VOC profile offered by waterborne systems, as well as their ability to combine the physical characteristics of a top-coat system and a primer in one layer, reducing time and cost of application. BASF says “coatings formulators have struggled to obtain the same levels of performance with waterborne DTM coatings,” so the company developed Acronal Pro 770, “a new acrylic high-performance binder with improved corrosion protection compared to other one-component binders at the same DFT.”
The “greening” of corrosion coatings extends to efforts to increase the bio-based content in coatings formulations as an alternative to petroleum-derived components. In that area, Covestro has developed Desmodur eco N, an aliphatic hardener containing 71% bio-based content. “It’s the first new aliphatic hardener in 30 years,” says Covestro’s Reinstadtler. While it was originally designed for the automotive sector, Desmodur eco N is now being evaluated for other sectors, he says.
The Desmodur eco N hardener is used with typical polyurethane resins. “It’s close to being a drop-in replacement for a traditional aliphatic hardener — there are similar properties in the final coating,” Reinstadtler says. Besides polyurethane clearcoats for the automotive sector, Covestro is testing the bio-based aliphatic hardener for other low-VOC applications, such as corrosion-resistant, light-stable topcoats for steel infrastructure, as well as roof and industrial concrete floor coatings.
Labor issues
Covestro’s Reinstadtler commented on a non-technology-related aspect to the corrosion protection field that has to do with personnel. “There’s a profound labor shortage of both skilled and unskilled labor surrounding the corrosion coatings field,” he says. And the labor shortage is connected to a drive for higher-durability coatings.
Although polyaspartic (an aliphatic polyurea) technology has been around for awhile, it is now playing an increasing role because of its potential ability to help save labor. Polyaspartic resins are similar to aliphatic polyurethanes, but they have an amine that reacts faster than existing resins, so coatings based on polyaspartics cure faster, Reinstadtler says. With this type of technology, less time is required between coats, and it can be applied thicker, so there are fewer coats required. Often, one coat can be eliminated while still fulfilling the coating-system thickness specification. This saves on labor needs. “Polyaspartics are one of the fastest-growing classes of topcoats right now,” he says.
Isolated and aggressive
CUI occurs when moisture mixes with contaminants in a “corrosion zone” between the interior of the insulation and the coating on the surface of the asset. “Moisture mixed with contaminants frequently enters this area through small gaps in the insulation system’s cladding,” explains Thomas Crenshaw, the downstream facilities subject matter expert at Sherwin-Williams’ (Cleveland, Ohio; www.sherwin-williams.com) protective and marine division. “The moisture and contaminants become trapped in the corrosion zone and face thermal cycling, eventually causing CUI,” he says.
CUI is a particularly vexing problem for plant personnel for several reasons, according to Crenshaw. When CUI occurs, it is typically in isolated locations and especially aggressive, so it may not be identified between inspection intervals, he explains (Figure 1). Also, engineers often fail to take into account that process equipment will experience upset conditions, which may include temperature spikes that exceed the applied coating’s exposure limits, causing the material to crack or blister. Planning ahead and specifying more robust materials to accommodate potential spikes is helpful, Crenshaw says.
Heat-cycling and large temperature swings are important factors in CUI. The temperature swings don’t cause corrosion by themselves, but they cause coatings to crack and age rapidly, allowing corrosion to develop, Crenshaw says. “Shutdowns and turnarounds allow the process equipment to be at risk for significant corrosion, as condensation is likely to occur at lower temperatures, and that moisture will later boil on the steel surface when temperatures rise” (Figure 2). Steam-out cleaning and processes that normally experience temperature swings are other examples of situations that can lead to conditions that promote CUI.
CUI-resistant coatings
Over the last decade, Sherwin-Williams has made numerous improvements to a silicone-based, inert multipolymeric matrix (IMM) coating aimed at preventing CUI on process equipment due to its resistance to thermal shock and cycling. The company’s Heat Flex 1200 coating is currently in its third generation, and most recently, the company added a curing additive to the formulation for improved mechanical protection. Sherwin-Williams says the Heat Flex 1200 IMM product met the most stringent pass criteria for oil-and-gas atmospheric systems and resisting stress corrosion cracking in accelerated CUI simulation testing with no cracking, flaking or rusting occurring before 265°C (509°F).
Another recent advancement in the company’s silicone-based anticorrosion coating line is the addition of micaceous iron oxide (MIO) flakes to the Heat Flex 1200 coating.
“The MIO flakes form a layered barrier that blocks moisture, oxygen and other elements from penetrating the coating and also deflects ultraviolet (UV) rays to minimize coating degradation from sunlight,” explains Crenshaw. “Considering the plate-like structure of the MIO pigment, it creates a very difficult path for water to permeate the coating and reach the substrate.”
Sherwin-Williams has also recently completed testing on the inclusion of MIO flakes in other coatings, some of which have shown promise for CUI resistance. Among them is a high-temperature epoxy phenolic — a two-component, amine-cured lining with excellent resistance to chemicals and hydrocarbons that showed promise in the laboratory as a CUI mitigator, achieving a maximum temperature rating of 205°C, the company says. Also, a MIO-filled high-temperature epoxy based on flake-filled advanced alkylated amide technology resisted CUI in temperatures ranging from cryogenic levels to 200°C (392°F).
“While MIO-enhanced coatings haven’t been historically viewed as a solution for CUI in various operations, successful laboratory tests for the coatings noted above give the industry hope for better CUI mitigation tools when assets require external insulation systems,” Crenshaw says.
Another CUI coating option focused on resisting temperature cycling comes from PPG Industries Inc. (Pittsburgh, Pa.; www.ppg.com). Last year, PPG launched its HI-TEMP 1027HD coating into the North American market. The coating is described as a next-generation, ambient-cure coating engineered for challenging CUI conditions. PPG says the product is “a high-build coating that offers dry-film thickness of 10 to 12 mils in a one-coat application.” The HI-TEMP 1027HD coating provides “excellent protection” against corrosion on pipes, vessels and construction parts when plants are in operation, the company says. The highly durable coating is formulated to withstand severe temperature cycles ranging from –320°F (–196°C) to 1,000°F (540°C), and resists dry exposure with intermittent temperature peaks of up to 1,200°F (650°C). “Because of its hardness and resistance to thermal shock and cycling, PPG HI-TEMP 1027HD coating more effectively protects these critical assets against corrosion. This can extend maintenance intervals and minimize the risk of unexpected shutdowns,” the company says.
HI-TEMP 1027HD coating also protects coated pipes, parts and assemblies in changing ambient temperature conditions. This is critical during shipping, because these components are commonly transported between continents and exposed to months of rain, snow, ultraviolet (UV) light and other environmental hazards, PPG notes.
Coatings as insulation
A different approach addressing CUI is to eliminate the “corrosion zone” between an asset’s coating and the interior of traditional insulations, such as mineral wool. A new coating now undergoing trials at Sherwin-Williams has the potential to eliminate CUI altogether in many applications by acting as its own insulation, thus alleviating the need for traditional insulation. The coating creates a monolithic barrier that bonds to the surface of the asset, leaving no gaps or corrosion zone for moisture to get close to the substrate.
The newly developed insulative coating allows for a maximum temperature exposure of 177°C (350°F) with excursions to 205°C (400°F) permitted, plus a higher temperature limit anticipated in the future, according to Sherwin-Williams’ Crenshaw. “This higher thermal performance rating means the coating can be used on a wide range of heated assets, enabling owners to forgo traditional insulation systems and eliminate the issue of CUI in more applications,” he says. Further, the coating’s thermal performance is retained over time, in contrast to traditional insulation systems, which lose performance when they become laden with moisture, he adds.
Sherwin-Williams has based the new coating on existing products designed for CUI, but the coating is applied much thicker than any other now on the market, Crenshaw remarks — up to 10 mm dry-film thickness in one or two coats, plus a topcoat to seal and smooth the finish. “At that thickness, the coating retains heat similarly to traditional insulation, as proven in forward-looking infrared (FLIR) imaging taken on a ground storage tank being tested with the coating,” Crenshaw says (Figure 3).
Alloying
In a marked departure from other anticorrosion approaches using organic coatings to prevent moisture from contacting a component surface, the company EonCoat LLC (Fuquay-Varina, N.C.; www.eoncoat.com) has taken a fundamentally different approach to corrosion prevention that involves the formation of an inert passivated layer at the carbon-steel surface. Rather than applying a polymeric coating, the EonCoat system chemically bonds with iron at the component’s surface to create a protective layer of iron-magnesium-phosphate compounds that are inert, explains EonCoat founder Tony Collins.
On top of this protective alloy layer, EonCoat creates a layer of ceramic material made of phosphates and silicates. “If the alloy layer gets damaged, this ceramic will leach a little phosphate onto the steel and fix the alloy layer,” Collins says, adding that the healing mechanism lasts for the life of the asset.
After first introducing a coating for atmospheric corrosion a decade ago, EonCoat more recently introduced a variation of the coating that is specifically designed for CUI. EonCoat CUI/High-Temperature Coating is similar in principle to the original product, but contains additives to resist thermal shock, Collins points out.
Use of the EonCoat CUI coating product has expanded recently, spurred by positive results from field testing by Chevron Corp. (San Ramon, Calif.; www.chevron.com). Chevron tested the EonCoat CUI coating at its Pascagoula, Miss. petroleum refinery and found that the EonCoat system prevented CUI on surfaces that had been intentionally scratched and mechanically damaged after 335 hours of exposure to salt fog.
Collins says the EonCoat system also offers other advantages as well, including an application process that is not affected by high humidity and requires minimal surface preparation, and no concerns about VOCs and hazardous air pollutants.
CUI detection advancements
Another dimension in addressing the problem of CUI at industrial sites is its detection on in-service equipment, piping and structural elements at a plant site. Technological improvements in the methods and instruments that detect the presence of CUI are also making their way to plant sites.
Brian Anderson, director of advanced technologies at the materials testing company Acuren Group Inc. (Webster, Tex.; www.acuren.com), says companies are starting to accept the need to invest in comprehensive CUI programs to avoid costly failures. Among the keys to such a program is ensuring physical access to the assets on the part of technicians. Acuren has pioneered innovative methods to allow roped access by technicians to inspect and test process equipment, pipes, storage tanks and structures.
Once the equipment is accessible, instruments for non-destructive testing (NDT), such as real-time radiography (RTR) and moisture detection imaging, become critical. “For CUI testing, RTR is really taking off at the moment,” Anderson says. In RTR, X-ray radiation is used to generate digital images of the outer profile of equipment that is covered by insulation, without the need to remove any insulation. For example, RTR can detect changes to the outer diameter of a pipe that might indicate corrosion.
Acuren is currently developing new versions of its radiography instruments with enhanced capabilities for measuring insulation surfaces that are aimed at increasing the speed and effectiveness of testing while reducing costs, Anderson says.
Since the presence of water is a prerequisite for CUI, NDT methods that can detect moisture, such as Compton backscatter, can be used. As X-rays hit an object, some are absorbed, producing a transmission X-ray image, and others are scattered (Compton scattering). Backscatter images are formed from the X-rays that are scattered back toward the X-ray source. Compton scattering is material-dependent, with the lower-atomic-number materials scattering more strongly than the higher-numbered ones, Hydrogen, being a low atomic number, returns higher Compton backscatter, so areas that have higher levels of hydrogen (from water) can indicate the presence of moisture and can reveal locations that might be susceptible to CUI, Anderson says.
As part of its comprehensive CUI program, Acuren has also developed a proprietary method for moisture detection using the Compton backscatter method, known as Moisture Detection Imaging (MDI). Acuren MDI does not require any insulation removal and can scan large areas rapidly to confirm the presence of moisture without being affected by temperature conditions.
Remotely operated aerial drones are also becoming important tools for screening for and assessing CUI at industrial sites. Jennifer Dowdle, materials engineer and senior inspector at Acuren, says that while drones will not be suitable for all situations, they have been used by Acuren to carry out initial assessments of assets for CUI. In those cases, the drones were outfitted with infrared thermography sensors and ultrasonic probes for performing follow-up thickness measurements, she says.
Digitalization increases the need for COatings that protect Electronics
Digital transformation initiatives are increasing the need for corrosion resistance of electronic components. “Connected devices require more reliability when deployed in harsh environments,” says Ryan Moore, marketing manager for HZO Inc. (Morrisville, N.C.; www.hzo.com). Moore’s company is developing a range of nano-engineered coatings for protecting electronic components from corrosion. These coatings allow compact electronics to be coated with thinner layers.
“Conventional coatings may provide reliability, but they must be applied in thick layers to allow a product to be truly dependable. So, the sheer thinness of the coatings are an important performance characteristic,” Moore says. Nanoscale engineering also allows for more customization because more materials can be used, he adds.
HZO is developing new coating materials, as well as application processes and equipment for coating components, such as printed circuit boards for computers. Last year, the company received ISO 9001 certification for its facility in Vietnam.
Dow Inc. (Midland, Mich.; www.dow.com) recently introduced Dowsil CC-2588, a tough, abrasion-resistant conformal coating designed to protect printed circuit boards from humidity and corrosion. The silicone-based coating has “extremely low” VOC content and cures at room temperature. “While traditional silicones offer good resistance to humidity and chemicals, they may lack abrasion resistance because of their rubbery nature,” Dow says. “However, Dow’s new DOWSIL material, once cured, is comparable to other resin conformal coatings in terms of toughness. | https://www.chemengonline.com/corrosion-under-insulation-gets-attention-at-cpi-sites/ |
Myriad downhole environments exist as a result of evolving extraction methods, EC coatings are designed to counteract the destructive forces of abrasion and corrosion, which negatively impact the performance and economic life of oil country tubular goods. The benefits of our specialty coatings are most evident in areas having historically high failure rates. EC’s specialty coatings can be tailored to withstand severe environments. Be it in protecting the interior dimensions of tubing with an enhanced abrasion-resistant surface or an advanced corrosion resistant coating system, our team will work with you to find cost effective solutions. | https://product.statnano.com/product/1427/duraseal-coatings |
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مشاهده ورژن قدیمی
Corrosion and Coatings Research Group provides consultation on the design and implementation
of protection systems such as coatings, cathodic and anodic protection etc. with experienced
experts and consultants in order to retrofit structures and components in various industries
and prevent the damage caused by service conditions. Coatings is a supplementary method for
protection of materials in which the material will not only retain its appearance but will also
be protected from corrosion, UV, water penetration, heat wear and chemicals. Corrosion and coatings
research group is able to improve coatings and plating lines. The advanced laboratory facilities give
us the ability to perform a wide range of metal corrosion tests in various services for researchers and industrialists.
Corrosion Laboratory Services:
• Consultation on protection against corrosion and destruction of engineering structures.
• Consultation on installation, commissioning and optimization of coatings lines.
• Study and analysis of corrosion on industrial compounds and engineering structures.
• Simulating the actual conditions of service components on a laboratory scale and investigation of their corrosion behavior.
Copyright © RMRC. All rights reserved. | https://www.razi-center.net/En/corrosion_coating.aspx |
In order to protect pipelines against corrosion and stress corrosion cracking NOVA Gas Transmission (NGT) has employed a dual system involving the application of an insulating coating and effective cathodic protection to all pipelines. Since the installation of pipelines in the 1950’s the coatings of choice have changed with time. Construction in the 1950’s and 1960’s employed asphalt products which were hot applied over the ditch. Subsequently in the 1960’s and 1970’s polyethylene tape coatings were used extensively. Today the coatings of choice on the NGT system are fusion bond epoxies and extruded polyethylene systems.
This variety in the types of coating employed to protect pipelines against corrosion has necessitated a requirement to understand the long term performance of coating products. Studies at NOVA Research & Technology Corporation have been aimed at developing an understanding of the modes of failure of coating systems. The mode of failure of a specific coating system can impact significantly on the nature and severity of the resultant corrosion scenarios. Different coating systems under identical field conditions can fail in completely different ways. Examples from field coating failures will be described which show the significance of the mode of failure with respect to corrosion and stress corrosion cracking.
Laboratory studies using polyethylene tape, asphalt enamels and fusion bond epoxy coatings will be described which clearly demonstrate that coating failure modes are a key with respect to the type of corrosion scenario that is ultimately developed at the steel surface.
Such information is important in the development of site specific risk assessment models for the management of pipeline integrity. | https://asmedigitalcollection.asme.org/IPC/proceedings/IPC1998/40221/399/265730 |
Electroplating is a technique that has been used since the early 19th century. Chrome plating was developed in the early 1920’s and nickel plating prior to that. Due to environmental concerns, specifically regarding exposure to hexavalent chrome during the electroplating process, significant efforts have been made over the past few decades to replace this process with cleaner technologies. Physical vapor deposition (PVD) is one such technique that has been shown to be a simple, cost-effective solution together with providing the necessary coating properties. The coating should have a bright appearance, exceptional corrosion and wear resistance and protect against tarnish. Typically, a nickel underlayer is sputtered onto the substrate first and is necessary to add smoothness, reflectivity and corrosion resistance. Sputtering magnetic materials with rotary cathodes is challenging due to the difficulty of the insertion and removal of the magnet bar into/from the target because of the strong magnetic attraction between the target material and magnet array. SCI tested a magnet bar manufactured for the purpose of sputtering magnetic materials, specifically Ni onto brass. SEM cross sections of the samples were taken in order to compare properties such as hardness and Young’s modulus with plated Ni. The substrates were then arc coated with Cr and subjected to corrosion testing. The effects of varying substrate bias, cathode power and substrate pre-treatment were investigated in order to get optimal adhesion of the Ni coating to the substrate and also achieve coatings that would withstand thermal shock. | https://svc.swoogo.com/confreg/session/488865/sputtering-nickel-from-a-rotary-cathode-as-a-replacement-for-decorative-electroplating |
In the Atmosphere
Every power project is exposed to the atmosphere. The performance of atmospherically exposed hot-dip galvanized steel depends on five main factors: temperature, humidity, rainfall, sulfur dioxide (pollution) concentration in the air, and air salinity. None of these factors can be singled out as the main contributor to zinc corrosion, but they all play a role in determining the corrosion protection hot-dip galvanized (zinc) coatings can provide in certain atmospheric conditions. In power generation facilities, sometimes the source of generation impacts one or more of these factors creating a unique microenvironment.
For several decades, independent and industry testing of samples in five environments (industrial, rural, suburban, tropical marine, and temperate marine) have yielded real-world performance data for hot-dip galvanized steel. Using this real-world corrosion data, statistical methods, and neural network technology, Dr. Gregory Zhang of Teck Metals Ltd. developed the Zinc Coating Life Predictor (ZCLP) to estimate the life of hot-dip galvanized coatings in atmospheric conditions. Using the ZCLP, you can input specific parameters for any environment and get an estimated time to first maintenance for the galvanized coating.
Time to First Maintenance
Because hot-dip galvanized steel is most commonly exposed to the atmosphere, the AGA developed the Time to First Maintenance chart to help predict HDGs performance in the atmosphere. The chart was developed by selecting five to six locations in each atmospheric category and plotting the predicted life to get an estimated time to first maintenance for each environment (industrial, suburban, etc.)
Time to first maintenance is defined as 5% rusting of the base steel surface, which means 95% of the coating is still intact, and an initial maintenance is recommended to extend the life of the structure. According to ASTM A 123, the governing specification for hot-dip galvanizing, steel ¼-inch thick or greater must have at least 3.9 mils of zinc on the surface, but more often than not, you will get greater than the minimum requirement. Therefore, using this chart, you can see hot-dip galvanized structural steel (>1/4-inch thick) provides 72-73 years of life to first maintenance even in the most corrosive atmosphere, industrial.
A conventional coal-powered power plant can cost as much as $780 million to build, according to Bechtel and General Electric Research, and has the potential to be in service for 90 years or more. Therefore, avoiding the monumental costs associated with partial or complete shutdown of a plant for maintenance is a key element when specifying a corrosion protection system. Shutting down any part of the plant for maintenance leads to wasted energy and inconsistent service to taxpayers and consumers.
Longevity Case Study
Johnson & Johnson Solar Panels, New Brunswick, NJ 2006
Johnson & Johnson desired a coating that would withstand the harsh New Brunswick winters with little future maintenance of the solar panel system erected on the roof of a multi-level parking garage. Powerlight Corp. has installed many solar panel systems, and thoroughly recognizes the benefits of galvanized steel because of the unmatchable track record in previous projects.
With Johnson & Johnsons desire for longevity and low maintenance and Powerlight Corps past experience with the product, hot-dip galvanized steel was the logical choice. The hot-dip galvanized structural framing, tube steel supports, and brackets will be able to withstand the harsh elements of the climate as well as the rigors of vehicle emissions. The roof structure is highly visible from street level and blends nicely with the concrete substructure and surrounding environment.
With the alternative power market expanding steadily, this project will help propel hot-dip galvanizing as an important component in this growing market. The virtually Maintenance-free coating of hot-dip galvanizing will quietly but consistently protect the solar roof panel system so it can be enjoyed today and tomorrow alike. | https://galvanizeit.org/hot-dip-galvanized-steel-for-power-infrastructure/hdg-performance-benefits/longevity/in-the-atmosphere |
The Materials Systems research theme at ICAM is improving our fundamental understanding of the properties inherent in materials, such as toughness and ductility. The research theme is also looking at the implications of any modifications, such as surface engineering, coatings and joining, on the performance of a material when operating in different environments.
BP is interested in understanding the ways in which both new and existing materials operate within and respond to the demanding environments and loads under which they are placed. This requires a systems approach that takes into account both the conditions they operate under and the way in which they are joined, surface engineered and coated.
ICAM research in this area is improving BP’s Upstream and Downstream operations by delivering:
- a fundamental understanding of the behaviour of current and new materials in the environments found in oil and gas operations
- development of new materials such as wear and corrosion resistant coatings
Self-Healing and Smart Coatings to Prevent Corrosion Damage
Researchers at the University of Illinois at Urbana-Champaign are working with BP to lead the way in the development of revolutionary new coatings, known as smart coatings.
The team at Illinois have created self-healing materials which not only heal but protect against corrosion, with potential applications for the oil and gas, energy, aerospace and transport industries. | http://www.icam-online.org/research/research-themes/material-systems/ |
The prevention is critical to public transportation, being directly interrelated to safety issues. Therefore, the adoption of innovative technological means to provide protection from corrosion is critical to increase both service life and safety so as to ensure overall considerable savings.
The unique formulation of NP coatings provides a superior and effective solution to the problems arised in the transportation sector.
NPC 5000 withstand even the toughest outdoor weather conditions, behaving as long term protection shields, efficiently preventing corrosion, therefore increasing the overall durability and the aesthetic of vehicles and decreasing the repair and substitution costs. | http://nantopaint.com/index.php/our-markets/protective/transportation |
WHAT CAN WE LEARN FROM A CRACK?
Hull coatings protect ships from corrosion in the harshest of conditions, but also help save fuel through their antifouling properties. By protecting a vessel from biofouling it is possible to reduce drag and hence fuel consumption and CO2 emissions by up to six per cent. To make coatings more efficient and more environmentally sustainable, the Hempel Foundation Coatings Science and Technology Centre (CoaST), based at the Technical University of Denmark, carries on both basic and applied research into sustainable coating technologies.
To assess how well promising lab-scale technologies stand up under real-world conditions, CoaST needed a new research facility. It enlisted SF Marina to deliver a specially designed floating pontoon for its Maritime Test Centre, located in the charming harbour town of Hundested in Denmark. The structure is made up of two 17-metre and four 6-metre pontoons that are joined together to form three testing pools for static exposure of thousands of samples used as part of corrosion resistance and fouling control procedures. The pontoons, positioned within the outer pier, are anchored to piles to accommodate tidal fluctuations and provide easy access to the testing pools.
The CoaST Maritime Test Centre was established in 2019 and was further developed in 2020.
PROJECT HIGHLIGHTS: | https://sfmarina.com/sf-projects/hundested/ |
Hard-anodized alumina coatings were formed in sulfuric acid at low temperature and high current density in the presence of carboxylic acid additives. Citric acid, trimesic acid, mellitic acid and ethylenediaminetetraacetic acid (EDTA) were utilized in varying concentrations. The additives were chosen for their capacity to form complexes with tri-valent aluminum and hence impart chemical stability to the coatings. The coatings were sealed in boiling water, and corrosion resistance was observed in a high pH solution of potassium hydroxide. The coatings were examined using scanning electron microscopy (SEM) to assess coating thickness and pore dimensions. Thicker coatings were produced when the additive inhibited oxide coating dissolution, increasing corrosion resistance. Overall, carboxylic acid additives showed a positive impact on corrosion resistance when coupled with sealants. More research in this field could improve products used in cleaning and cooking environments to withstand conditions of high and low pH.
Recommended Citation
Koczera, Abby E., "The effects of carboxylic acids in aluminum anodizing" (2017). Honors Theses and Capstones. 330. | https://scholars.unh.edu/honors/330/ |
Evaluation of Atmospheric Corrosion on Electroplated Zinc and Zinc-Nickel Coatings by Electrical Resistance (ER) Monitoring
This paper is a peer-reviewed and edited version of a presentation delivered at NASF Sur/Fin 2013 in Rosemont, Ill., on June 12, 2013.
#research #nasf #surfin
By Per Møller, Technical University of Denmark
Editor's Note: This paper is a peer-reviewed and edited version of a presentation delivered at NASF Sur/Fin 2013 in Rosemont, Ill., on June 12, 2013. A printable PDF version is available by clicking HERE.
Featured Content
ABSTRACT
Electrical resistance (ER) probes provide a measurement of metal loss, measured at any time when a metal is exposed to the real environment. The precise electrical resistance monitoring system can evaluate the corrosion to the level of nanometers, if the conductivity is compensated for temperature and magnetic fields. With this technique, very important information about the durability of a new conversion coating for aluminum, zinc and zinc alloys exposed to unknown atmospheric conditions can be gathered. This is expected to have a major impact on a number of industrial segments, such as test cars for the automotive industry, off-shore construction or components and devices used in harsh industrial environments. The ER monitoring makes it possible to study the corrosion rate online in remote locations as a function of temperature, relative humidity and changes in the composition of the atmosphere. Different coatings of zinc and zinc/nickel, with and without different Cr+3 conversion coatings, were tested in salt spray, and the corrosion rate was recorded every five minutes. In this paper, the results are discussed and compared.
Keywords: Corrosion measurement, electrical resistance monitoring, electrodeposited zinc, electrodeposited zinc-nickel
Introduction to atmospheric corrosion
Atmospheric corrosion of surfaces such as zinc coated steel with and without conversion coatings is normally difficult to evaluate precisely. Generally, the evaluation is carried out as a simple visual inspection during the test and subjective evaluations based upon appearance according to the ASTM D610 standard (or similar standards), which evaluates the appearance as a function of the duration of the corrosion test. However, the appearance is probably not always giving information about the actual corrosion speed.
It is in general difficult to evaluate the corrosion rate of a zinc coated surface exposed to different atmospheres and temperatures. It is even more difficult to study for instance the durability of different conversion coatings on top of the zinc layer. If the test takes place as an in situ test, it is practically impossible to obtain any information about the corrosion speed.
The corrosivities of indoor atmospheres are generally considered to be quite mild when ambient humidity and other corrosive components are under control. Nevertheless, some combinations of conditions may actually cause relatively severe corrosion problems. Even in the absence of any other corrosive agent, the constant condensation of humidity on a cold metallic surface may cause an environment similar to constant immersion for which a component may not have been chosen or prepared.
Normally, equipment used under dry conditions should not suffer from these problems unless there are large temperature fluctuations that result in condensation. Condensation can be accelerated by the presence of contaminants, especially if the contaminants are hygroscopic and adsorb enough moisture to provide a liquid layer on the surface.
The corrosion rate of zinc coatings in a car treated with different conversion coatings can be hard to evaluate in situ. Factors like chloride from deicing, temperature and moisture combined with the time and location of driving will provide numerous variables to complicate the estimate of the corrosion rate.
Classical method of evaluating atmospheric corrosion
In order to accelerate coating development and provide reliable test methods capable of quantifying the performance of coatings with respect to their corrosion resistance, accelerated corrosion test methods need to be developed. Furthermore, such methods need to be so reliable that they can be integrated into the R&D process, providing not only a better, but also a more fundamental understanding of which coating parameters and formulations have a positive impact on the durability of the developed coatings.
The more accelerated and the more reliable the applied test method is, the more favorable the accelerated corrosion test will be, since it is important to keep the required testing time as short as possible. However, the more accelerated the test method is, the less representative of the real world the test method will be, since it will involve test conditions far from actual environmental conditions. Thus, the more accelerated the test will be, the more severe the corrosion process will need to be, and the more unrealistic the test method will become. This is indeed a paradox, since an accelerated test will never be identical to long-term weathering. Nevertheless, it is important to perform accelerated tests that can simulate real, naturally occurring corrosion processes as accurately as possible. One of the more important effects to take into account is that the corrosion mechanism might totally change when altering the corrosion conditions.
A classic example of this is that it is easy to believe that an accelerated corrosion test can be performed by simply increasing the concentration of one of the corrosion-accelerating species such as chlorides. However, in many cases, an increase in the chloride concentration might actually change the stability of a surface, and thereby significantly decrease the thickness of a protective layer by changing the thermodynamically stable area for the involved compounds.1
The aggressiveness of the atmospheric corrosivity has resulted in the development of so-called corrosion classes. These corrosion classes are summarized in Table 1, which outlines the five corrosion classes in detail.
Table 1 - Overview of the five corrosion classes according to the classification provided in ISO 12944 Part.
The ISO 9323 standard is well-known within the field of corrosion classes. The standard is based on atmospheric corrosivity for specific locations derived from meteorological data such as time of wetness (i.e., the time where the relative humidity is above 80 percent), different pollution categories (i.e., sulfur dioxide and the concentration of airborne chlorides measured as a deposition rate in mg/m2/day).
The standard was not intended to be used in connection with extreme atmospheres such as those encountered in chemical plants or used in accelerated test methods such as salt sprays. It was not intended to be used to evaluate the corrosion rate in harsh environments such as those encountered by automobiles driving in areas where deicing is used, or locations where additional factors make the corrosion evaluation complicated. This includes industrial areas with the high impact of SO2 and off-shore construction where chlorides may have very high impact, especially in places where the chloride can build up on surfaces and immobilize moisture. This is the case for salts such as MgCl2 and CaCl2.
In Table 2, the corrosion rate (CR) in g/m2/year for short-term corrosion is indicated for four different materials exposed to the five different corrosion classes defined in ISO 9323. The calculations are made assuming uniform corrosion.
Table 2 - The corrosion rate measured in g/m2/year for steel, copper, aluminum and zinc for five different corrosion classes according to ISO 9323.
In Table 2, it is interesting to note the relatively high corrosion rate for steel compared to zinc and aluminum, which are known to be less noble. Furthermore, the most noble metal, copper, corrodes at nearly the same corrosion rate as zinc. It is even more surprising that the least noble metal, aluminum, shows the lowest corrosion rate of all, even under the most severe corrosion conditions in corrosion class C5.
This type of observation can be explained to some degree from studying the thermodynamic behavior of the corrosion products formed during the selected test. Figure 1 shows the multi-element Pourbaix digrams calculated for zinc and other selected elements. In the Zn-Cl-H2O system, it is shown that zinc forms a ZnCl+ species. Chloride ions complex zinc ions and speed up the corrosion kinetics, but do not change the stability. If a zinc surface comes in contact with CO2 in the atmosphere, a "natural" conversion coating consisting of the mineral hydrozincite, Zn5(OH)6(CO3)2, is formed.
Figure 1 - Multi-element Pourbaix diagrams calculated for zinc under three different environmental conditions: (a) Zn-H2O, (b) Zn-Cl-H2O and (c) Zn-C-Cl-H2O. The green shaded area indicates the immune area and the red shaded area indicates the passive area in the diagram. Diagram (c) explains why the corrosion speed of zinc and zinc coatings during atmospheric corrosion is low, according to the data given in Table 2.
Three main components can often be identified among the corrosion products, namely zinc oxide (ZnO), hydrozincite (Zn5(OH)6(CO3)2 and simonkolleite (Zn5(OH)8Cl2•H2O), if chloride is a part of the elements found in the environment and the concentration of the elected elements are high enough.2 In the present case where all tests are carried out in a salt spray according to ASTM B117, chlorides seem to play an important role, and will probably form ZnCl2 compounds such as simonkolleite.
It is known that ZnCl2 is very hygroscopic. From a thermodynamic point of view, it can be shown that zinc forms chloro-complexes such as ZnCl+ ions (Fig. 1) during exposure to salt spray.
Temperature and relative humidity (RH) are easily determined corrosivity factors. Not so easily determined is the time of wetness (TOW) in combination with the surface contamination by corrosive agents. The most important factor in atmospheric corrosion, though, is by far moisture, either in the form of rain, dew, condensation or high RH. In the absence of moisture, most contaminants would have little or no corrosive effect.
How can atmospheric corrosion be evaluated?
Even the ISO 9323 describes and predicts corrosion under well controlled “laboratory” conditions. As discussed above, it is very complicated to evaluate corrosion in situ. Consider a zinc surface treated with different new conversion coatings and placed in remote off-shore construction, in a chemical production plant or in the engine compartment of an automobile, where temperature, relative humidity and chloride contamination is a function of both local and geographical conditions as well as the running conditions of the vehicle.
By using electrical resistance (ER) probes, which are very sensitive, it is possible to follow the corrosion rate continuously online hour-by-hour and nanometer-by-nanometer. At the same time, humidity and temperature sensors can measure RH (relative humidity) and temperature and a unique relationship between corrosion and varying conditions can be recorded for later evaluation. A GPS system can be used for establishing the geographical position of the vehicle, and it is then possible to obtain very valuable information about the corrosion impact in a way that no previous method has allowed. The data can be recorded or transmitted continuously via wireless systems for servers that can quickly register unexpected deviations, providing an immediate opportunity to register additional events. During the last year a new ER probe system with high precision and sensitivity has been introduced to the market, which has already been adopted by the gas, oil and power plant industries for evaluation of corrosion.
Many ER techniques are available but only a few are precise enough to measure the corrosion of zinc coatings and compare their durability, for instance in cars and off-shore structures on the ocean. Such a high sensitivity sensor is described in US Patent 7,541,817 and may be able to compensate temperature and variation in the magnetic field to overcome magnetoresistive phenomena, caused by small changes in the magnetic field.
In the future such types of corrosion monitoring will be an important factor in the development of new coatings for special applications, and will probably eliminate the use of accelerated tests in the field of R&D. In a few weeks’ time, such probes will be able to indicate the corrosion rate in a special location under special conditions, and different coatings can be compared under exactly the same conditions. The corrosion probes can also be installed in more expensive equipment like large electronic equipment and are already used as corrosion guards, to ensure that the conditions for warranty obligations are met.
In the following study, the corrosion rate of pure iron was compared with that of zinc and zinc-nickel coated steel with and without a conversion coating to compare the behavior of the coatings in a neutral salt spray according to ASTM B117. Nonetheless, the tests could also have been carried out in the engine room of a car or at an oil drilling platform in the ocean.
Test samples: St37 uncoated
St37 with Zn
St37 with Zn (passivation Cr+3)
St37 with ZnNi
St37 with ZnNi (passivation Cr+3)
Description of the ER (Electrical Resistance) sensor
ER sensor design
The corrosion equipment consists of probes, loggers, cables and software (Fig. 2). While loggers, cables and software are well-established, thoroughly tested equipment, the probes are new prototypes made specifically for the investigation of zinc corrosion. The corrosion of the coupon is determined by computing the change in thickness as a function of electrical resistance. When the conductor corrodes, the cross-sectional area is reduced, leading to an increase in the resistivity. This can be measured quite accurately, making it possible to measure the corrosion rate nanometer-by-nanometer and minute-by-minute if necessary. The coupon-conductor is made from a material similar to the subject material and is exposed to the same environment as the subject material to be evaluated. Hence the corrosion of the coupon represents the corrosion of the subject material. A shielded but similar conductor is used as a non-corroded reference.
Figure 2 - Probes (L) before and (R) during testing in the salt spray chamber according to ASTM B117.
Theory of resistivity
For a given conductor material, it is given that the resistance R is directly proportional to the length l and inversely proportional to the cross-sectional area A:
(1)
where ƍ is the resistivity, which is characteristic for the material concerned. The SI unit is Ω•m, but in practice is often used μΩ•m or nΩ•m. The resistivity is temperature dependent:
(2)
where
ƍ0 is the resistivity at temperature T0 - room temperature; T = 20°C,
αt is the temperature coefficient at the temperature T and
T is the actual temperature.
Values of ƍ and α for different conductor and resistance materials can be found in various tables in the literature. Calculation of the temperature coefficient αt °C is done as follows:
(3)
where
α0 is the temperature coefficient at temperature T0 and
T0 is again room temperature; T = 20°C.
Conductor materials often have a slightly higher resistivity than calculated. This may be due to impurities in the material or stress as a result of mechanical processing. If the conductor leads AC current, there may even appear an (apparent) increase in resistance caused by current displacement phenomena and - in cables - eddy current losses in the cable sheath.
Computation of coupon thickness
Since the steel foils have been plated, there are two metallic layers with different characteristics. Thus, the base and the coating must be treated as parallel-connected resistors:
(4)
and therefore, the change in the total thickness can be computed as follows:
(5)
where w is the width of the conductor.
Corrosion measured by the ER (Electrical Resistance) sensor
Figure 3 shows the recorded decrease in thickness vs. time for the tested probes of uncoated iron, zinc and zinc-nickel coatings with and without passivating layers. All passivated coatings were carried out in a trivalent chromating process. All samples with the exception of zinc were carried out in duplicate. It is of interest to notice the role of the conversion coating on both the zinc-nickel alloy coating (15-16% Ni) and the zinc coating.
Figure 3 - Recorded decrease in thickness vs. time for the tested probes of uncoated iron, zinc and zinc-nickel coatings with and without passivating layers.
The uncoated mild steel corrodes easily in salt spray. The steel basis material tends to be highly reactive because of its natural tendency to form iron oxide. When it does resist corrosion to some degree, it is due to the formation of a film of protective iron oxide Fe2O3 (“red rust”) on its surface by reaction with oxygen and water. This film can slow down the corrosion to some degree but the corrosion rate is still very high. It appears that the material corrodes at the same rate during the first 400 hr. The uncoated iron probes were removed from the salt spray at this point because they were heavily attacked. The corrosion rate was calculated to be about 63 nm/hr. The unpassivated zinc surface seemed to be more corrosion resistant than the steel. It provided good cathodic protection of the steel, but still corroded at a high rate. The corrosion rate of an electroplated zinc surface was estimated to be 40 nm/hr.
A zinc-nickel coated steel surface exhibited a very low corrosion rate of 4.0 nm/hr during the first 700-800 hr of testing, even without a passivating layer. After 800-1,000 hr, the corrosion speed increased rapidly. It was assumed that that the selective corrosion of zinc from the zinc-nickel alloy enriched the surface with nickel, which, because of the formation of a Raney nickel-like structure, formed a very effective cathode for the reduction of oxygen, which again sped up the selective corrosion of zinc or the dezincification of the alloy.
Figure 3 shows that the introduction of a Cr+3-based passivating surface on top of the zinc coating significantly reduced the corrosion. It seems as if the passivating layer on top of the zinc/nickel alloy coating eliminated the corrosion during the first 1,400-1,600 hr.
Figure 4 shows the Pourbaix diagram for chromium showing the immune area of zinc, in green shading. Cr(OH)3 was selected as the species for the calculation of this area. During the passivation treatment in the Cr+3 conversion bath, the cathode reaction (hydrogen reduction) increased the pH at the surface, and a coating consisting of Cr(OH)3 and ZnO was formed (see reaction equations below). The coating inhibited the oxygen reduction at the active cathode site, when the coating was further exposed to atmospheric corrosion.
Zn + H+ + H2O Zn+2 + H2(g) + OH‾ ; ∆G = -67.893 kJ at 20°C (6)
The formation of hydroxide initiates the following precipitation reaction of chromium (III) hydroxide, according to the Pourbaix diagram in Fig. 4.
Cr+3 + OH‾ CrOH+2
CrOH+2 + OH‾ CrO+ + H2O
CrO+ + OH‾ + H2O Cr(OH)3 (7)
The overall reaction according to the precipitation of chromium hydroxide is:
Cr+3 + 3OH‾ = Cr(OH)3, showing a Gibbs free energy ∆G = -166.449 kJ (8)
and Zn-hydroxide precipitation according to the Pourbaix diagrams present in Figs. 1a and 1b:
Zn+2 + OH‾ ZnOH+; ZnOH+ + OH‾ = Zn(OH)2 (9)
The overall reaction according to the precipitation of zinc hydroxide is:
Zn+2 + OH‾ = ZnO + H2O; ∆G = -90.712 kJ at 20°C (10)
Based on the thermodynamic calculations for all reactions, the reaction seems energetically possible and a complex but dense conversion coating consisting of Cr+3 and Zn+2 compounds will be formed, giving the zinc basis material optimal corrosion protection with high durability under near neutral pH conditions.
The passivating effect of Cr+3 conversion coatings are widely used for passivation, as they generally improve the resistance of zinc to atmospheric corrosion. According to Fig. 3, the corrosion rate of passivated zinc is less than 1.0 nm/hr for the first 600-700 hr. An explanation can be found by taking the thermodynamic conditions into consideration (Fig. 4).
Figure 4 - Pourbaix diagram for chromium calculated showing the immune area of zinc (in green shading).
During the passivation of a zinc layer with Cr+3 ions and some suitable oxidation agents, a Cr(OH)3 layer is formed on the active cathode sites, where the Cr(OH)3 will precipitate during the conversion bath treatment caused by a change in pH. After the treatment, the active cathodes will be inhibited during an exposure of the treated zinc coating to atmospheric corrosion. If the zinc coating is exposed to an acidic atmosphere the thermodynamic calculations indicate that Cr(OH)3 will not be stable below pH 6.0, based upon the selected concentration of chromium in the multi-element diagram.
References
1. P. Møller and L.P. Nielsen, Advanced Surface Technology: A Holistic View on the Extensive and Intertwined World of Applied Surface Engineering, Chapter 36; ISBN 978-87 - 92765-17-18; http://astbook.com/, 2013.
2. F. Zhu, et al., Corrosion, 56 (12), 1256 (2000).
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Bitumens have been defined as mixtures of hydrocarbons of natural or pyrogenous origin or combinations of both (frequently accompanied by their nonmetallic derivatives), which can be gaseous, liquid, semisolid, or solid and which are completely soluble in carbon disulfide.
Bitumens used in the manufacture of coatings are of the semisolid and solid variety and are derived from three sources:
1. Asphalt produced by the distillation of petroleum
2. Naturally occurring asphalts and asphaltites
3. Coal tar produced by the destructive distillation of coal
It is customary to classify bituminous coatings by their application characteristics as well as by their generic composition. All of the coatings can be divided into two classes depending on whether or not they require heating prior to application.
1. Hot-applied coatings. These are either 100% bitumen or bitumen blended with selected fillers. A common loading for coatings employing fillers is 10 to 20% filler. Hot-applied coatings are brought to the desired application viscosity by heating. The majority of buried pipelines are coated with this type of bituminous coating.
2. Cold-applied coatings. These employ both solvents and water to attain the desired application viscosity. A wide range of solvents is used and the choice depends mainly on the drying characteristics desired and the solvent power required to dissolve the particular bitumen being used. Various fillers are also used in cold-applied coatings to obtain specific applications and end-use properties.
Bituminous coatings can be formulated from many combinations of bitumens, solvents, or dispersing agents and fillers. This makes possible a great variety of end products to meet application and service requirements. The coatings that can be produced range from thin-film (3-mil) coatings to protect machined parts in storage, up to thick (100-mil), tough coatings to protect buried pipelines.
As with all other coatings, the conditions of the surface to which a bituminous coating is applied is an important, life-determining factor. A good sandblast is preferred, especially if the surface is badly corroded and the exposure is severe. In any case the surface should be free of moisture, grease, dust, salts, loose rust, and poorly adherent scale. A thin, penetrating bituminous primer can be beneficial on rusty surfaces that can only be cleaned by wire brushing and scraping.
End-Use Requirements
The application will dictate which performance properties of a coating should be given greatest consideration.
Service Temperature
Many applications of bituminous coating require a moderate service temperature range, often no greater than that caused by weather changes. However, other applications, such as coatings for chemical processing vessels, may require much wider service temperature ranges. In any event, it is possible to obtain good performance with bituminous coatings over a range of -73 to 163°C.
Thermal and Electrical Insulation
Bitumens themselves are relatively poor thermal insulators. However, by using low-density fillers, coatings with good insulation properties can be formulated. These coatings both protect from corrosion and provide thermal insulation. An added advantage of the coatings is that the insulating material (low-density filler) is completely surrounded by bitumen and is permanently protected from moisture. Thus, they are not subject to a loss in efficiency (as are conventional insulating systems) from damage or failure of the protecting vapor barrier.
Bitumens are naturally good electrical insulators. This is an important consideration in systems using cathodic protection as a complementary corrosion-prevention device.
Abrasion Resistance
Many bituminous coatings need to have high abrasion resistance. Automotive undercoat-ings, for example, need high abrasion resistance because they are continually buffeted by gravel and debris thrown up by the wheels of the vehicle.
Abrasion-resistant coatings are also used to protect interior surfaces of railroad cars or other vessels handling chemical solids or abrasive slurries.
Weathering Resistance
Asphalt-base bituminous coatings generally weather better than coal-tar-base coatings. Also, there is quite a wide difference in the performance of asphalt coatings derived from different petroleum crudes. By critically selecting the crude and the processing method, asphalt coatings can be formulated that will weather for many years.
In industrial areas, corrosive solids, solutions, and vapors will affect weathering performance. In general, the resistance of bituminous coatings to corrosive media is equal to that of the best organic coatings. Bituminous coatings have good resistance to dilute hydrochloric, sulfuric, and phosphoric acids as well as to sodium hydroxide. They also have good resistance to solutions of ammonium nitrate and ammonium sulfate. However, they have poor resistance to dilute nitric acid, and most coatings are not resistant to oils, greases, and petroleum solvents.
Mechanical Impact and Thermal Shock
Bituminous coatings generally have good adhesion when subjected to mechanical impact. However, where severe mechanical impact is expected, the coatings should first be field-tested or tested in the laboratory under simulated service conditions.
Resistance to thermal shock is an important consideration in coatings used on some types of processing equipment. Laboratory tests in which a coated panel is transferred back and forth between hot and cold chambers can be used to predict field behavior. Bituminous coatings are available that will withstand thermal shock over a temperature range of -51 to 60°C.
Types of Coatings
Because bitumens are very dark in color, heavy loadings of pigments are required to produce colors other than black. However, if color is an important consideration, certain colored paints, including whites, can be used as topcoats. Granules can also be blown into the coating before it has completely cured to produce a wide range of decorative effects.
Thin-Film Coatings
Coatings less than 6 mils thick are arbitrarily included in this group. For the most part, these are solvent cutback coatings. They are black except in the case of aluminum paints employing bituminous bases. The coatings are inexpensive and can be used to give good protection from corrosion when color is not important.
Asphalt coatings of this type are used extensively to protect machined parts in storage. Because the coatings retain their solubility in low-cost petroleum solvents even after long weathering, kerosene or similar solvents can be used to remove a coating from the protected part just prior to placing it in service. Coal-tar-base coatings are much more difficult to dissolve and cannot be used for this purpose. However, this property makes coal tar useful for protecting crude-oil tank bottoms and in other applications requiring resistance to petroleum fractions.
Industrial Coatings
Heavy-bodied industrial coatings incorporate low-density and fibrous mineral fillers. Coatings can be formulated that will not slump or flow on vertical surfaces when applied as thick as 250 mils. However, they are usually used in thicknesses from 6 to 120 mils.
The coatings are used extensively in industrial plants to protect tanks and structural steel from such corrosive environments as acids, alkalis, salt solutions, ammonia, sulfur dioxide, and hydrogen sulfide gases.
Industrial coatings are also used in large volume by the railroad industry. Complete exteriors of tank cars carrying corrosive liquids are often coated and provide good protection of the saddle area where spillage is likely to occur. Coatings on the exteriors and interiors of hopper cars in dry chemical service also provide protection from both corrosive action and abrasive wear.
Railroad car bituminous cements are used to seal sills and joints in boxcars. An application of this material followed by an overcoating of granules makes an excellent roofing system for railroad cars.
Coatings for use over insulation
Practically all industrial insulating materials must be protected from the weather and moisture; otherwise they would lose their efficiency. Bituminous coatings formulated to have low rates of moisture vapor transmission give best results on installations operating at low (-73°C) to moderate (82°C) temperatures. Coatings that allow a higher rate of moisture transmission (breathing type) are needed to protect the insulation on systems operating at 82°C and above. This is necessary so that moisture trapped beneath the coating can escape when the unit is brought to operating temperatures.
Thermal Insulating Coatings
Low-density fillers can be employed in bituminous mastics to produce coatings with relatively good insulating values; a k value of 0.6 Btu/ft2/h/°F is typical. Insulating coatings are usually applied somewhat more thickly than conventional mastics to obtain the insulating value desired. They are commonly used in thicknesses of 250 to 375 mils and because of their thickness and resiliency they have excellent resistance to mechanical damage.
Automotive Underbody Coatings
These are mastic type coatings containing fibrous and other fillers. They are used to coat the undersides of floor panels, fenders, gasoline tanks, and frames to protect against corrosion and provide sound deadening and joint sealing.
The coatings have high resistance to deicing salts, moisture, and water. They also have sound-deadening properties that noticeably reduce the noise level inside an automobile. This provides for a more pleasant and less-fatiguing ride. The sealing and bridging action of the coatings is also especially effective in reducing drafts and dust infiltration.
Sound-Deadening Coatings
High-efficiency, sound-deadening coatings can be formulated from selected resinous bases and high-density fillers. They have better sound-deadening properties than automotive under-body coatings and are used on the wall, roof, and door panels of automotive equipment where sound deadening is the primary need, rather than abrasion resistance or protection from corrosion. They are also used on railroad passenger cars, house trailers, stamped bathtubs, kitchen sinks, air-conditioning cabinets, and ventilation ducts.
Pipe Coatings
Industrial coatings are excellent for protection of pipe above ground. However, the environment of underground exposure and the complementary use of cathodic protection make it necessary to use specially designed coatings. The stresses created by shrinking and expanding soil require that the coating be very tough. Rocks and other sharp objects can be expected to cause high localized pressures on the coating surface. A coating must have good cold-flow properties to resist penetration by objects, which can cause localized pressures as high as 690 MPa.
Cathodic protection (an impressed negative electrical potential) is widely used to prevent the corrosion processes from occurring at flaws in the pipe coatings. Both asphalts and coal tars are good electrical insulators and make excellent coatings for cathodic protection applications.
Coatings for pipe are usually of the hot application type. Application can be made at the mill, at a special pipe-coating yard, or over the ditch, depending on the terrain, size of pipe, and other factors. The coating may be given added strength by embedding it with a glass fabric while it is still hot. Outer wrappings of rag, asbestos, and glass felts are sometimes used to give added resistance to damage by soil stresses.
Application
Bituminous coatings that are cut back with solvents or emulsified with water can be produced to consistencies suitable for application by dipping, brushing, spraying, or troweling at ambient temperatures.
Dipping is usually used to coat small parts. As a rule, coating viscosity is adjusted to produce a thickness of 1 to 6 mils.
Brushing is used on areas that cannot be reached by spraying and on jobs that do not warrant setting up spray equipment. Coating thicknesses can range from 1 to 65 mils.
Spraying is the most popular method for applying cold coatings. The thickness required in one application determines the consistency of the formulation, and thicknesses of 1 to 250 mils are obtainable by spraying. Conventional paint-spray equipment can be used for coatings up to 6 mils thick. Heavier coatings require the use of mastic spray guns fed from pressure pots or heavy-duty pumps. Heated vessels and feed lines can also be used to decrease viscosity and permit faster application and the buildup of thicker films in one application.
Troweling is usually used in inaccessible areas or where it is necessary to produce a very heavy coating in one application. Trowel coats are usually applied in thicknesses above 250 mils.
Bituminous coatings can also be applied hot without the need for any diluents. Such coatings are widely used on piping in thicknesses of about 95 mils. They are heated to 177 to 288°C and then pumped into a special apparatus that surrounds and travels along the pipe. | http://what-when-how.com/materialsparts-and-finishes/bituminous-coatings/ |
Corrdesa (Tyrone, Georgia, USA) recently welcomed Vinod Upadhyay as the company’s newest materials scientists. Upadhyay joins the company’s team of corrosion experts, to which he will contribute electrochemical analysis and characterization of corrosion-related events on metallic surfaces and protective coatings.
Upadhyay joins Corrdesa from North Dakota State University (Fargo, North Dakota, USA). As a research scientist there, he gained experience in using electrochemical techniques to predict the corrosion performance of coated systems. He also designed novel amphiphilic polymers for ice de-adhesion; used sensors to monitor coatings in situ and locate defects in coatings; and designed an expedited electrochemical test for coating systems.
In addition to this research, Upadhyay developed an unique technique to accelerate corrosion in a “reasonable manner” to take the coating to failure in an expedited manner that is controlled thermally and electrochemically.
Upadhyay’s dual expertise in both polymer design and advanced electrochemical techniques is corroborated by an arrangement of 17 publications. With more than 10 years of experience with corrosion testing and failure analysis modeling, Corrdesa says it looks forward to seeing how Upadhyay can help push the company toward the forefront of coatings with regards to electrochemical testing and modeling.
In addition to his research skills, Upadhyay has previous experience as the lead and manager of several projects. He holds a Ph.D. in coatings and polymeric materials from North Dakota State University.
Source: Corrdesa, www.corrdesa.com. | http://materialsperformance.com/news/2020/03/corrdesa-hires-materials-scientist-for-electrochemical-analysis |
Definition - What does Weatherability mean?
Weatherability is the ability of a material or structure to withstand, resist or endure harsh atmospheric weather conditions, such as extremely hot or cold temperatures, humidity, salt air or similar corrosive conditions. Weathering tests are conducted to understand the effects of weather on any structure and help determine the weathering characteristics of materials and coatings.
Corrosionpedia explains Weatherability
Coatings and paints that are intended to provide a barrier between a substrate material and the outside weather is first tested for its weatherability. An appropriate coating is selected based on the results of how the coating reacted to tests simulating the weather conditions where the coated materials will be used.
Some simulated weather conditions include moisture, humidity, UV radiation, temperature, salinity and acidic environmental conditions. Scientists and testers look for any changes in wear resistance, gloss or pigmentation. | https://www.corrosionpedia.com/definition/2629/weatherability |
High Temperature Coatings are designed to improve the performance of your exhaust system. These coatings provide superior protection against corrosive environments and thermal shock. These exhaust coatings are available in a variety of colors and finishes ranging from semi-gloss Black to Stoplight Red. All of these products can withstand temperatures in excess of 1200 degrees F and select coatings can withstand temperatures higher than 1600 degrees. These coatings also maintain excellent adhesion even after repeated thermal cycling. | http://hightechcoatingsinc.com/services/exhaust_coating |
Reference components for energy power plants and metallurgical processes were identified. The notional design of three heat exchangers and two tubes was produced. They will be applied respectively in: 1) an integrated Gasification Combined Cycle (IGCC), an Indirect Fired Gas Turbine (IFGT), a Waste Incinerator; 2) Gas Fired Recuperative Immersion and Radiant Tube Burners (ITB & RTB).
A series of new ceramic composites was made and subjected to simple evaluation tests: the starting point was a material (Product A) made using the existing technologies of the partners. This material could not withstand even short term exposure to air at elevated temperatures with weight losses of greater than 90% being recorded. Special procedures to obtain C/SiC composites both 2 and 2.5 D were developed: standard CVI processes were modified and additional resin impregnation cycles were included to get required and homogeneous density of final products. Several fibre and overlay coatings were attempted and tested: 1) CVD C, Ir, BN, SiC to protect C/fibre and favour pull-out; 2) painted glasses; 3) CVD A1N/A1203 to increase the oxidation resistance of composites. New families of C/SiC composite materials were developed, namely Product B and C, E and F, G and H. The results from characterisation activity were encouraging, in particular as far as product B and E were concerned. Product Z, a variant of product E, was assessed as the most promising one among the different alternatives of C/SiC materials produced. Product Z was fully analysed using both flat and tube coupons: physical, mechanical, microstructural properties were obtained at room and/or high temperature, whereas an experimental campaign provided its behaviour under cold and hot erosive conditions, corrosive environments and thermal shock. An ad hoc machine was designed, ordered and employed to manufacture C/SiC materials in tubular shape. The process, by which the fibre tubes are produced continuously by feeding a strip of pre-needled short fibre web onto a mandrel and forming an overlapping spiral and the route to stitch the layers together, is an innovative one that can, after a necessary scale up process, be applied at an industrial level.
Such results allow the industrial partners in the consortium to focus on different market applications which will be exploited mainly in the following fields: coating technologies, carbon felt pre-form manufacturing, radiant and immersion tube burners, heat exchangers for advanced power production and waste incineration.
The proposed research is directed at the development of high-tech ceramic tubes to be employed in chemically aggressive, high temperature, differential pressure environments. Three different kinds of coated ceramic matrix composite materials and a monolithic with a multi-layer coating will be developed and manufactured. Special attention will be paid at needled felt carbon fibre coated both internally (fibre coating) and externally (overlay coating), as it looks very promising for the foreseen applications; different coating solution will be examined. The goal is the development of long-term oxidation and corrosion resistance to high temperature (1500 C) and pressure (up to 18 bars). A wide number of coupons and sample tubes will undergo a full test programme evaluation, ranging from physical, microstructural and mechanical characterization, to erosion, corrosion, thermal cycling and thermal shock tests. Among the wide-ranging industrial areas of high temperature ceramic-based materials, three are focused in this project:
- power generation heat exchange
- process heat exchange
- waste incinerators heat recovery . | https://cordis.europa.eu/project/id/BRE20206 |
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