COMPETITIVE ANALYSIS OF U.S. FOOD PROCESSING PLANTS

This paper presents a model-based approach for competitive analysis of manufacturing plants in the U. S. food processing industry. As part of this approach, plant competitiveness is measured using Operational Competitiveness Ratings Analysis (OCRA) -- a new non-parametric method of computing relative inefficiency. Drivers of competitiveness are identified in terms of policies related to plant structure and infrastructure. Policies related to plant structure are those decisions that are related with "bricks and mortar" and have long term implications, such as decisions related to plant size and capacity. Policies related to plant infrastructure are decisions related to how the " bricks and mortar" are used. These policies are typically under the direct control of the operations managers and have a short-term orientation, such as decisions related to equipment, quality, inventory, workforce and confusion-engendering activities (e.g. new product introductions and product variety). The empirical analysis is based on detailed cross-sectional data on 20 processed food manufacturing plants. With respect to plant structure, the results suggest that small sized food processing plants are competitive, and both capacity underutilization and overutilization are detrimental to plant competitiveness. Among the significant results with respect to plant infrastructure, equipment maintenance, quality management programs, packaging supplies inventory, workforce training and product variety are positively associated with plant competitiveness. The results also suggest that introduction of new products disrupts plant operations, at least in the short run, and is negatively associated with plant competitiveness.Agribusiness,

Beyond Textbooks and Statistics

This essay reflects the author’s discovery of what makes studying a subject worth it. The clinic trip to Borneo brought textbooks to life and also enabled us to see beyond the numbers to a more human experience. As someone who grew up in a business family and with a certain mindset, Jahnavi the global and cultural perspectives that make studying the environment more tangible. A small surprise follows the short prose piece

„Droga miłości” i „droga jaskini” w wybranych utworach Hansa Christiana Andersena

In the article, the author discusses the “path of love” and “the path of the cave,” using selected works by Hans Christian Andersen. The Danish fairy tale writer masterfully shows how heroes anchored in a sensual world go a long way to find a world that escapes rational cognition. Most of his charac­ters can easily be described as dynamic, because they change under the influ­ence of powerful experiences. Those who attach more importance to beauty closed in a form devoid of deeper content are condemned. Andersen’s fairy tales have two audiences, children and adults. The former will understand the anecdote and the latter will see the metaphor. The works of the fairy tale writer show autobiographical threads, including his attitude to the Christian religion, in which the triad of truth, good, and beauty turns out to be extremely important.W artykule autor omawia „drogę miłości” oraz „drogę jaskini”, posługu­jąc się wybranymi dziełami Hansa Christiana Andersena. Duński baśniopisarz w mistrzowski sposób ukazuje, jak bohaterowie zakotwiczeni w świe­cie zmysłowym przebywają długą drogę, by odnaleźć świat, który wymyka się racjonalnemu poznaniu. Większość jego bohaterów śmiało można określić mianem dynamicznych, ponieważ pod wpływem silnych doświadczeń się zmieniają. W sposób dosadny szydzi z tych, którzy większą wagę przywią­zują do piękna zamkniętego w formie pozbawionej głębszej treści. Baśnie Andersena mają podwójnego adresata, są nim zarówno dzieci, jak i dorośli. Ci pierwsi zrozumieją anegdotę, natomiast ostatni – zauważą głębsze przesłanie. W dziełach baśniopisarza można dostrzec wątki autobiograficzne, m.in. jego stosunek do religii chrześcijańskiej, w której niezmiernie istotna okazuje się triada prawdy, dobra i piękna

Interactions entre poussières désertiques et convection profonde en Afrique de l'Ouest : observation et modélisation à échelle convective

Dans un contexte de réchauffement climatique, la région d'Afrique de l'Ouest, où les sécherresses sont dévastatrices pour les populations, montre les plus fortes incertitudes sur l'évolution des précipitations. C'est aussi la première source de poussières désertiques au monde dont la production est en augmentation par la sur-exploitation des sols. Or ces poussières désertiques, associées à des épidémies de méningite, absorbent et diffusent le flux solaire entraînant alors une modification du taux d'échauffement atmosphérique. En modifiant le bilan radiatif atmosphérique elles sont alors succeptible d'influencer de la turbulence de fine échelle aux circulations atmosphériques de grande échelle. Seulement les processus en jeu dans les interactions entre les poussières désertiques et l'atmosphère sont très variés, complexes, et constituent une grande source d'incertitude dans la prévision numérique. Afin d'appréhender ces processus, un cadre de modélisation à été développé permettant à la fois la résolution explicite de la convection, la résolution du cycle de vie des poussières et de leur impact radiatif, et la prise en compte de leurs interactions sur toute l'Afrique de l'Ouest à échelle mensuelle. Sur un cas extrême de tempête de poussières en saison sèche, la forte quantité de poussières soulevée par le front entraîne une amplification par deux de la signature de la tempête. La modélisation explicite des poussières améliore la prévisibilité de la tempête. De manière plus statistique, pendant la mise en place de la mousson, en juin, la fréquente présence de poussières participe activement à l'initiation du saut de mousson. D'une part, en affaiblissant la dépression thermique Saharienne, un des principaux moteurs de la mousson, mais aussi, d'autre part, en renforçant le déplacement vers le nord du coeur de la zone de convergence inter-tropicale et des jets. A plus fine échelle, la présence de poussières impacte la localisation et le cycle diurne des systèmes convectifs. Les poussières modifient alors la couverture nuageuse dont les impacts radiatifs sont plus forts que l'effet direct des poussières. La prise en compte des effets semi-directs des poussières sont donc essentiels pour la prévision en Afrique de l'Ouest.West Africa shows the greatest uncertainties about the evolution of precipitations. Moreover, in a warming climate, this region is very suceptible to droughts which can be devastating for the local populations. This region is also the main source of desert dust in the world where production is increasing due to over-exploitation of soils. Besides the fact that dust is associated with outbreaks of meningitis, it also has a direct impact on the atmosphere since it absorbs and scatters solar radiation causing a change in atmospheric heating. By altering the atmospheric radiation budget, the dust can influence the fine-scale turbulence up to large-scale atmospheric circulations. Also, the processes involved in the interactions between desert dust and atmosphere are very diverse, complex, and constitute a major source of uncertainty in numerical prediction. In order to understand these processes, a modeling framework was developed which englobes fine to regional scales. It explicitly resolves the deep convection, the dust life cycle and its radiative impacts, but also considers their interactions over all of West Africa at a monthly scale. Under dust storm conditions during the dry season, the high amount of dust raised by the fronts, leads to a near doubling of the storm intensity. By this positive feedback, explicit modeling of dust improves the predictability of the storm. During the establishment of the monsoon in June, the frequent occurrence of dust is actively involved in the initiation of the monsoon onset: On the one hand, by weakening the Saharan heat low, and on the other hand, by strengthening the northward movement of the heart of the inter-tropical convergence and jets. At finer scales, the presence of dust also impacts the location and the diurnal cycle of convective systems. Also, dust can change the cloud cover which leads to stronger radiative impacts than the direct effect of dust. This thesis suggests that accounting for the coupling between the dust and the atmosphere may improve the forecast skill in West Africa

Remote assessment: case study from Ukrainian higher education institutions

Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados

Archetyp cienia a istota człowieczeństwa w opowieści fantastycznej Hansa Christiana Andersena pt. Cień

The article is concentrate on the archetype of shadow and the essence of humanity in the fantasy story written by Hans Christian Andersen. Referenced author created shadow’s character used the legendary mo­ tif to express dark side not only one man, but also all of society. From unmemorable time this figure was treat as man’s part, more specifi­ cally – his anima. Andersen shows dependence among man and his shadow and relations among exterior side of the man and his interior. In Andersen’s work, we can also notice many other issues related to psychology, sociology and ethics, because he was interested in man and his system of values.Artykuł koncentruje się na archetypie cienia i na istocie człowieczeń­ stwa w opowieści fantastycznej napisanej przez Hansa Christiana An­ dersena. Przywołany autor stworzył postać cienia, wykorzystując le­ gendarny motyw, by wyrazić ciemną stronę nie tylko człowieka, ale i całego społeczeństwa. Od niepamiętnych czasów wspomniana postać była traktowana jak część człowieka, dokładniej – anima. Andersen pokazuje zależność pomiędzy człowiekiem a jego cieniem oraz rela­ cje między powierzchownością człowieka i jego wnętrzem. W utwo­ rze Andersena również możemy spostrzec wiele innych zagadnień związanych z psychologią, socjologią i naukami etycznymi, ponieważ w kręgu jego zainteresowań był człowiek oraz jego system wartości

Current status of automotive fuel cells for sustainable transport

Automotive proton-exchange membrane fuel cells (PEMFCs) have finally reached a state of technological readiness where several major automotive companies are commercially leasing and selling fuel cell electric vehicles, including Toyota, Honda, and Hyundai. These now claim vehicle speed and acceleration, refueling time, driving range, and durability that rival conventional internal combustion engines and in most cases outperform battery electric vehicles. The residual challenges and areas of improvement which remain for PEMFCs are performance at high current density, durability, and cost. These are expected to be resolved over the coming decade while hydrogen infrastructure needs to become widely available. Here, we briefly discuss the status of automotive PEMFCs, misconceptions about the barriers that platinum usage creates, and the remaining hurdles for the technology to become broadly accepted and implemented

Effect of compressive force on the performance of a proton exchange membrane fuel cell

The effect of the compressive force on the performance of a proton exchange membrane fuel cell has been examined experimentally. The performance has been evaluated on two polarization regions of the cell: ohmic and mass transport. Cell voltage and current density as a function of pressure were measured under constant load and various inlet air humidity conditions. The pressure distribution on the surface of the gas diffusion layer was measured using a pressure detection film and the results show that increasing the pressure improves the performance of the cell. The improvement of the cell voltage in the ohmic region was found to be greater than that in the mass transport region, whereas for the cell current density, the mass transport region exhibited higher change. The increase in the cell specific power in the ohmic and mass transport regions, as pressure increases from 0 to 2MNm-2, is estimated to be 9 and 18mWcm−2, respectively. However, the fuel cell performance in these two regions declined dramatically when excessive pressure (≥5 MNm−2) was applied. The mass transport region proved to be more susceptible to this sharp decline under excessive pressure than the ohmic region

Characterization of dust emission from alluvial sources using aircraft observations and high-resolution modeling

International audienceWe investigate mineral dust emission from alluvial sediments within the upland region in northern Mauritania in the vicinity of a decaying nocturnal low-level jet (LLJ). For the first time, the impact of valleys that are embedded in a rather homogeneous surrounding is investigated with regard to their role as dust source. Measures for local atmospheric dust burden were retrieved from airborne observations, satellite observations, and model simulations and analyzed in order to provide complementary information at different horizontal scales. Observations by the LEANDRE Nouvelle Generation backscatter lidar system flying aboard the French Falcon 20 aircraft were taken along five parallel flight legs perpendicular to the orientation of the main valley system dominating the topography of the study area. Results from a comparison of lidar-derived extinction coefficients with topography and aerial photographs confirm the relevance of (1) alluvial sediments at the valley bottoms as a dust source, and (2) the break-down of the nocturnal LLJ as a trigger for dust emission in this region. An evaluation of the AROME regional model, forecasting dust at high resolution (5 km grid), points toward an under-representation of alluvial dust sources in this region. This is also evident from simulations by the MesoNH research model. Although MesoNH simulations show higher dust loadings than AROME, which are more comparable to the observations, both models underestimate the dust concentrations within the boundary layer compared to lidar observations. A sensitivity study on the impact of horizontal grid spacing (5 km versus 1 km) highlights the importance of spatial resolution on simulated dust loadings

Fennec dust forecast intercomparison over the Sahara in June 2011

International audienceIn the framework of the Fennec international programme , a field campaign was conducted in June 2011 over the western Sahara. It led to the first observational data set ever obtained that documents the dynamics, thermodynam-ics and composition of the Saharan atmospheric boundary layer (SABL) under the influence of the heat low. In support to the aircraft operation, four dust forecasts were run daily at low and high resolutions with convection-parameterizing and convection-permitting models, respectively. The unique airborne and ground-based data sets allowed the first ever intercomparison of dust forecasts over the western Sahara. At monthly scale, large aerosol optical depths (AODs) were forecast over the Sahara, a feature observed by satellite retrievals but with different magnitudes. The AOD intensity was correctly predicted by the high-resolution models, while it was underestimated by the low-resolution models. This was partly because of the generation of strong near-surface wind associated with thunderstorm-related density currents that could only be reproduced by models representing con-vection explicitly. Such models yield emissions mainly in the afternoon that dominate the total emission over the western fringes of the Adrar des Iforas and the Aïr Mountains in the high-resolution forecasts. Over the western Sahara, where the harmattan contributes up to 80 % of dust emission, all the models were successful in forecasting the deep well-mixed SABL. Some of them, however, missed the large near-surface dust concentration generated by density currents and low-level winds. This feature, observed repeatedly by the airborne lidar, was partly forecast by one high-resolution model only