Optimal synthesis of thermally coupled distillation sequences using a novel MILP approach

This paper introduces a novel MILP approach for the design of distillation columns sequences of zeotropic mixtures that explicitly include from conventional to fully thermally coupled sequences and divided wall columns with a single wall. The model is based on the use of two superstructure levels. In the upper level a superstructure that includes all the basic sequences of separation tasks is postulated. The lower level is an extended tree that explicitly includes different thermal states and compositions of the feed to a given separation task. In that way, it is possible to a priori optimize all the possible separation tasks involved in the superstructure. A set of logical relationships relates the feasible sequences with the optimized tasks in the extended tree resulting in a MILP to select the optimal sequence. The performance of the model in terms of robustness and computational time is illustrated with several examples.

Feldspar size measurements of tephra layers from ODP Leg 165 sites

Crystal size measurements have been carried out on tephra fall layers of Miocene to recent age from Sites 998, 999, and 1000 in the western Caribbean Sea. Maximum crystal size is used as a proxy for the grain size characteristics of the layers and an index of atmospheric dispersal from source eruptions. Crystal sizes range from 50 to 650 µm with the majority falling between 200 and 300 µm. All three sites exhibit a coarsening in the grain size of tephra layers with increasing age to the early Miocene that broadly correlates with an increase in the frequency of layers. Analysis of the present lower and upper level atmospheric circulation in the western Caribbean suggests that the layers were derived from source eruptions to the west of the sites somewhere in the Central American region. Minimum distances to these sources are of the order of 700 km. Crystal sizes in tephra layers at these distances are consistent with their derivation from energetic pyroclastic flow-forming eruptions that injected tephra to stratospheric levels by large-scale co-ignimbrite and plinian-style plumes. Coarsening of the layers during the Miocene peak of explosive volcanism cannot be attributed to any major change in paleowind intensity and is taken to represent the occurrence of more energetic eruptions that were able to disperse tephra over larger areas.

An observational and theoretical study of the structure and propagation of the Madden-Julian Oscillation

Thesis (Ph.D.)--University of Washington, 2016-06

DEMANDA DE MÃO DE OBRA DA PETROBRAS POR NÍVEIS DE COMPETÊNCIAS A PARTIR DA DESCOBERTA DO PRÉ-SAL

A pesquisa possui como objetivo geral levantar, analisar, quantificar e classificar por níveis de competências quais foram os profissionais recrutados pela Petrobras no período pós-descoberta da camada do pré-sal brasileiro. A pesquisa se justifica pela previsão de crescimento da produção nacional de petróleo e gás natural estimada para os próximos anos o que poderá causar um descompasso entre a oferta e a demanda de mão de obra para o seu desenvolvimento. A abordagem metodológica desenvolvida para realização da pesquisa foi a da pesquisa exploratória, descritiva e documental, através de análise qualitativa e quantitativa longitudinal. Como resultado, a pesquisa revelou que a Petrobras não recruta profissionais para posições de nível gerencial. Os resultados demonstraram ainda que 56,8% das vagas abertas ao recrutamento são destinadas aos profissionais com formação de nível médio e que 76,4porcento das vagas são relacionadas ao processo fabril evidenciando que a Petrobras utiliza como porta de entrada a contratação de profissionais de nível médio com formação técnica. Ao realizar a classificação e qualificação da oferta de vagas abertas ao recrutamento a pesquisa identificou cinco grupos de profissionais distribuídos por três eixos de carreira e quatro níveis salariais que quando categorizados por níveis de competências que foram responsáveis por 69porcento de todas as vagas abertas ao recrutamento. Os dois primeiros grupos em relevância estão relacionados ao eixo de carreira de operações industriais onde o nível superior (O6) e o nível inferior (O1) foram os responsáveis por 22porcento e 21porcento respectivamente do total da oferta de vagas no período. O terceiro grupo em importância diz respeito ao eixo de carreira engenharia, processos e projetos onde os profissionais categorizados com nível médio (E3) numa escala de dois a cinco foram os responsáveis por 13porcento do total de vagas abertas. O quarto e quinto grupos estão relacionados ao eixo de carreira gestão de negócios e categorizados por níveis de competências nos níveis três (G3) e quatro (G4) em uma escala de um a cinco sendo estes responsáveis 7porcento e 6porcento do total de vagas.

Multicriteria Evaluation and Optimization of Hierarchical Systems

It is shown that any multicriteria problem can be represented by a hierarchical system. Separate properties of the object are evaluated at the lower level of the system, using a criteria vector, and a composition mechanism is used to evaluate the object as a whole at the upper level. The paper proposes a method to solve complex multicriteria problems of evaluation and optimization. It is based on nested scalar convolutions of vector- valued criteria and allows simple structural and parametrical synthesis of multicriteria hierarchical systems.

Restructuring In The Hospitality Industry

In her dialogue entitled - Restructuring in the Hospitality Industry - Elisa S. Moncarz, Associate Professor, the School of Hospitality Management at Florida International University, intends for you to know the following: “Recent years have seen a proliferation of restructurings of major American corporations creating an extremely important issue that has affected U.S. business. This article discusses restructuring issues in the hospitality industry, focusing attention on its causes and motivations, as well as on its benefits and perils. The author considers the impact of restructuring on investors and management while examining recent restructurings involving hospitality firms.” In defining the concept of restructuring, Associate Professor Moncarz informs you, “Restructuring entails the implementation of fundamental and comprehensive modification of a company's operational and/or financial structure.” “It has, indeed, become fashionable to take a company apart and put it back together in a different form,” the author says. Additionally, Moncarz refers to a Wall Street Journal study, dated August 1985, which reveals that nearly half the large American corporations were, or were soon to be restructured in the 1984/85 time frame. There are several distinct types of restructurings and the author wants you to be aware of some of them. “…threats of takeover attempts, the larger part of all restructuring have been initiated willingly in order to expand or divest a company's line of business (i.e., operational restructurings) or redirect its finances (i.e., financial restructurings),” the author reveals. “Two principal types of operational restructurings are mergers and acquisitions [M&A], and divestitures [disposing of unwanted units or assets],” Moncarz further defines the concepts of expansion and divestiture. The author explains several types of financial restructuring sketches used in the hospitality industry, including stock re-purchasing, debt issuances and redemptions, swapping debt for equity, and effective theories of realigning debt through extending loans and/or revising terms. To expand their businesses, Moncarz makes anecdotal reference to several major food and beverage corporations that have successfully employed operational restructuring principles. The author wades into the shallow end of the hostile takeover pool by explaining some of the corporate restructuring concepts used to repel that aggressive technique. Walt Disney Company completely redesigned their entire upper level management structure in a successful effort to thwart a hostile takeover bid by corporate raider Saul P. Steinberg, Moncarz informs. To close, the author touches on leveraged buyouts [LBOs], and stock repurchases to divest unwanted divisions and immobilize hostile takeover attempts. A lengthy table of - Selected Restructurings in the Hospitality Industry [1982 to date of article] – is also included.

Achievement of generic baccalaureate student nurses using computer -assisted instruction simulations during a nursing review course

The use of computer assisted instruction (CAI) simulations as an instructional strategy provides nursing students with a critical thinking approach for evaluating risks and benefits and choosing correct alternatives in "safe" patient care situations. It was hypothesized that using CAI simulations during an upper level nursing review course would have a positive effect on the students' posttest scores. Subjects (n = 36) were senior nursing students enrolled in a nursing review course in an undergraduate baccalaureate program. A limitation of the study was the small sample size. The study employed a modified group experimental design using the t test for independent samples. The group who received the CAI simulations during the physiological system review demonstrated a significant increase (p $<$.01) in the posttest score mean when compared to the lecture-discussion group score mean. There was no significant difference between high and low clinical grade point average (GPA) students in the CAI and lecture-discussion groups and their score means on the posttest. However, score mean differences of the low clinical GPA students showed a greater increase for the CAI group than the lecture-discussion group. There was no significant difference between the groups in their system content subscore means on the exit examination completed three weeks later. It was concluded that CAI simulations are as effective as lecture-discussion in assisting upper level students to process information for clinical decision making. CAI simulations can be considered as an instructional strategy to supplement or replace lecture content during a review course, allowing more efficient use of faculty time. It is recommended that the study be repeated using a larger sample size. Further investigations are recommended in comparing the effectiveness of computer software formats and various instructional strategies for other learning situations and student populations. ^

(Table 1) Comparisons of dynamic and static Young's moduli of basalt at DSDP Holes 69-504B, 70-504B and 83-504B

Compressional- and shear-wave velocity logs (Vp and Vs, respectively) that were run to a sub-basement depth of 1013 m (1287.5 m sub-bottom) in Hole 504B suggest the presence of Layer 2A and document the presence of layers 2B and 2C on the Costa Rica Rift. Layer 2A extends from the mudline to 225 m sub-basement and is characterized by compressional-wave velocities of 4.0 km/s or less. Layer 2B extends from 225 to 900 m and may be divided into two intervals: an upper level from 225 to 600 m in which Vp decreases slowly from 5.0 to 4.8 km/s and a lower level from 600 to about 900 m in which Vp increases slowly to 6.0 km/s. In Layer 2C, which was logged for about 100 m to a depth of 1 km, Vp and Vs appear to be constant at 6.0 and 3.2 km/s, respectively. This velocity structure is consistent with, but more detailed than the structure determined by the oblique seismic experiment in the same hole. Since laboratory measurements of the compressional- and shear-wave velocity of samples from Hole 504B at Pconfining = Pdifferential average 6.0 and 3.2 km/s respectively, and show only slight increases with depth, we conclude that the velocity structure of Layer 2 is controlled almost entirely by variations in porosity and that the crack porosity of Layer 2C approaches zero. A comparison between the compressional-wave velocities determined by logging and the formation porosities calculated from the results of the large-scale resistivity experiment using Archie's Law suggest that the velocity- porosity relation derived by Hyndman et al. (1984) for laboratory samples serves as an upper bound for Vp, and the noninteractive relation derived by Toksöz et al. (1976) for cracks with an aspect ratio a = 1/32 serves as a lower bound.

Implementação da infra-estrutura e protocolo de comunicação para tratamento e disponibilização de dados do projeto ePoste

The study consists in the structure elaboration and the ePoste project communicationprotocol, which is a system of monitoring by wireless communication with the aim tosensor and act with one or many public lighting points, and also the treatment of data todetect the activity in the sensors located on the posts. Previously the communication withsensors were made in locus and when data collect was necessary or the performance inthe devices, the operator had to move until the net place. Accordingly, the purpose has theconcern to increase the system dynamic, achieving the possible integrations with the systemsalready available to the lighting management. The same technology of communicationbetween the sensors are considerate, using the ZigBee protocol running on the meshnet, the communication with this net is made be internet through a gateway by GPRS,device with two basics functionalities, which bypass for data and the firmware update inthe sensor. This functionality test of data management is being tested; integrate way withlocal net of sensors and the internet data server operates. The protocol developed, besidesincorporating the ZigBee, that it is formation of framework in lower level, where definesbeginning, size and errors check, as well as the communication of sensor with the concentrator,which it is encapsulated in ZigBee; also the protocol of upper level, where thatit is the names, it was developed a platform of service to meet GET and POST requestsbeneath HTTP protocol, this service is implemented in the data server, which availablethe communication with the clients systems, in case, lighting management systems.

"Repräsentationen" Afrikas in deutschen Schulbüchern am Beispiel des Schulfachs Geschichte (Sek I und II). Eine Stichprobenanalyse

Dieser Artikel befasst sich mit der Repräsentation Afrikas in schulischen Geschichtsbüchern. Am Beispiel von drei aktuellen Lehrwerken zeigen die Autorinnen sowohl negative Darstellungsweisen als auch positive Entwicklungen in Bezug auf den Umgang mit dem Kontinent, seiner Geschichte und Bevölkerung auf. In einem abschließenden Teil stellen sie einen Zusammenhang zwischen den Analyseergebnissen und dem Bewusstsein über bis in die heutige Zeit reproduzierte Diskurse und über Alltagsrassismen dar. (DIPF/Orig.)

Bildung im Heidekreis 2014. Zweiter Bildungsbericht

Mit diesem Bildungsbericht wird nach 2012 zum zweiten Mal eine umfassende datengestützte Bildungsberichterstattung zur Verfügung gestellt. Der Bericht liefert die Fortschreibung der Daten aus den Bereichen frühkindliche, schulische und berufliche Bildung, zeigt aber auch neue Aspekte, etwa zur Hochschulbildung oder über Befragungen zur Kooperation von Schulen und außerschulischen Partnern sowie von Absolventinnen und Absolventen der Sekundarstufe II.

Economic competence and financial literacy of young adults. Status and challenges

This book will concentrate on economic competence and financial literacy of young adults in the US, Europe and South America. The subjects of the research are mainly individuals who have begun an apprenticeship or university education. Economic competence and financial literacy are of special interest for this group because they are usually in the unique position of being responsible for managing their own financial affairs autonomously, often for the first time. Furthermore, economic competence is key to social participation and active citizenship. (DIPF/Orig.)

Observed Teleconnections in Northern Winter: Subseasonal Evolution and Tropical Linkages

Teleconnections refer to the climate variability links between non-contiguous geographic regions, and tend to be associated with variability in both space and time of the climate’s semi-permanent circulation features. Teleconnections are well-developed in Northern winter, when they influence subseasonal-to-seasonal climate variability, notably, in surface temperature and precipitation. This work is comprised of four independent studies that improve understanding of tropical-extratropical teleconnections and their surface climate responses, subseasonal teleconnection evolution, and the utility of teleconnections in attribution of extreme climate events. After an introduction to teleconnection analysis as well as the major teleconnection patterns and associated climatic footprints manifest during Northern winter, the lagged impact of the Madden-Julian Oscillation (MJO) on subseasonal climate variability is presented. It is found that monitoring of MJO-related velocity potential anomalies is sufficient to predict MJO impacts. These impacts include, for example, the development of significant positive temperature anomalies over the eastern United States one to three weeks following an anomalous convective dipole with enhanced (suppressed) convection centered over the Indian Ocean (western Pacific). Subseasonal teleconnection evolution is assessed with respect to the Pacific-North America (PNA) pattern and the North Atlantic Oscillation (NAO). This evolution is analyzed both in the presence and absence of MJO-related circulation anomalies. It is found that removal of the MJO results only in small shifts in the centers of action of the NAO and PNA, and that in either case there is a small but significant lag in which the NAO leads a PNA pattern of opposite phase. Barotropic vorticity analysis suggests that this relationship may result in part from excitation of Rossby waves by the NAO in the Asian waveguide. An attempt is made to elegantly differentiate between the MJO extratropical response and patterns of variability more internal to the extratropics. Analysis of upper-level streamfunction anomalies is successful in this regard, and it is suggested that this is the preferred method for the real time monitoring of tropical-extratropical teleconnections. The extreme 2013-2014 North American winter is reconstructed using teleconnection analysis, and it is found that the North Pacific Oscillation-West Pacific (NPO/WP) pattern was the leading contributor to climate anomalies over much of North America. Such attribution is cautionary given the propensity to implicate the tropics for all midlatitude climate anomalies based on the El Niño-Southern Oscillation (ENSO) paradigm. A recent hypothesis of such tropical influence is presented and challenged.

Beyond hope: Rhetorics of mobility, possibility, and literacy

When writing teachers enter the classroom, they often bring with them a deep faith in the power of literacy to rectify social inequalities and improve their students’ social and economic standing. It is this faith—this hope for change—that draws some writing teachers to locations of social and economic hardship. I am interested in how teachers and theorists construct their own narratives of social mobility, possibility, and literacy. My dissertation analyzes the production and expression of beliefs about literacy in the narratives of a diverse group of writing teachers and theorists, from those beginning their careers to those who are published and widely read. The central questions guiding this study are: How do teachers’ and theorists’ narratives of becoming literate intersect with literacy theories? and How do such literacy narratives intersect with beliefs in the power of literacy to improve individuals’ lives socially, economically, and personally? I contend that the professional literature needs to address more fully how teachers’ and theorists’ personal histories with literacy shape what they see as possible (and desirable) for students, especially those from marginalized communities. A central focus of the dissertation is on how teachers and theorists attempt to resolve a paradox they are likely to encounter in narratives about literacy. On one hand, they are immersed in a popular culture that cherishes narrative links between literacy and economic advancement (and, further, between such advancement and a “good life”). On the other hand, in professional discourse and in teacher preparation courses, they are likely to encounter narratives that complicate an assumed causal relationship between literacy and economic progress. Understanding, through literacy narratives, how teachers and theorists chart a practical path through or around this paradox can be beneficial to literacy education in three ways. First, it can offer direction in professional development and teacher education, addressing how teachers negotiate the boundaries between personal experience, theory, and pedagogy. Second, it can help teachers create spaces wherein students can explore the impact of paradoxical views about the role of literacy on their own lives. Finally, it can offer direction in public policy discourse, extending awareness of what we want—and need—from English language arts education in the twenty-first century. To explore these issues, I draw on case studies and ethnographic observation as well as narrative inquiry into teachers’ and theorists’ published literacy narratives. I situate my findings within three interrelated frames: 1) the narratives of new teachers, 2) the published works of literacy educators and theorists, and 3) my own literacy narrative. My first chapter, “Beyond Hope,” explores the tenuous connections between hope and critique in literacy studies and provides a methodological overview of the study. I argue that scholarship must move beyond a singular focus on either hope or critique in order to identify the transformative potential of literacy in particular circumstances. Analyzing literacy narratives provides a way of locating a critically informed sense of possibility. My second chapter, “Making Teachers, Making Literacy,” explores the intersection between teachers’ lives and the theories they study, based on qualitative analysis of a preservice course for secondary education English teachers. I examine how these preservice English teachers understood literacy, how their narratives of becoming literate and teaching English connected—and did not connect—with theoretical and pedagogical positions, and how these stories might inform their future work as practitioners. Centering primarily on preservice teachers who resisted Nancie Atwell’s pedagogy of possibility because they found it too good to be true, this research concentrates on moments of disjuncture, as expressed in class discussion and in one-on-one interviews, when literacy theories failed to align with aspiring teachers’ understandings of their own experiences and also with what they imagined as possible in disadvantaged educational settings. In my third and fourth chapters, I analyze the narratives of celebrated teachers and theorists who put forth an agenda that emphasizes possibilities through literacy, examining how they negotiate the relationship between their own literacy stories and literacy theories. Specifically, I investigate the narratives of three proponents of critical literacy: Mike Rose, Paulo Freire, and Myles Horton, all highly respected literacy teachers whose working-class backgrounds influenced their commitment to teaching in disenfranchised communities. In chapter 3, “Reading Lives on the Boundary,” I demonstrate how Mike Rose’s 1989 autobiographical text, Lives on the Boundary, juxtaposes rhetorics of mobility with critiques of such possibility. Through an analysis of work published in professional journals, I offer a reception history of Rose’s narrative, focusing specifically on how teachers have negotiated the tension between hope and critique. I follow this analysis with three case studies, drawn from a larger sampling, that inquire into the personal connections that writing teachers make with Lives on the Boundary. The teachers in this study, who provided written responses and participated in audio-recorded follow-up interviews, were asked to compare Rose’s story to their own stories, considering how their personal literacy histories influenced their teaching. My findings illustrate how a group of teachers and theorists have projected their own assessments of what literacy and higher education can and cannot accomplish onto this influential text. In my fourth chapter, “Horton and Freire’s Road as Literacy Narrative,” I concentrate on Myles Horton and Paulo Freire’s 1990 collaborative spoken book, We Make the Road by Walking. Central to my analysis are the educators’ stories about their formative years, including their own primary and secondary education experiences. I argue that We Make the Road by Walking demonstrates how theories of literacy cannot be divorced from personal histories. I begin by examining the spoken book as a literacy narrative that fuses personal and theoretical knowledge, focusing specifically on its authors’ ideas on theory. Drawing on Bakhtin’s notion of the chronotope—the intersection of time and space within narrative—I then explore the literacy narratives emerging from the production process of the book, in a video production about Horton and Freire’s meeting, and ultimately in the two men’s reflections on their childhood years (Dialogic). Interspersed with these accounts is archival material on the book’s editorial production that illustrates the value of increased dialogue between personal history and theories of literacy. My fifth chapter is both a reflective analysis and a qualitative study of my work at a men’s medium-high security prison in Illinois, where I conducted research and served as the instructor of an upper-level writing course, “Writing for a Change,” in the spring of 2009. Entitled “Doing Time with Literacy Narratives,” this chapter explores the complex ways in which literacy and incarceration are configured in students’ narratives as well as my own. With and against students’ stories, I juxtapose my own experiences with literacy, particularly in relation to being the son of an imprisoned father. In exploring the intersections between such stories, I demonstrate how literacy narratives can function as a heuristic for exploring beliefs about literacy between teachers and students both inside and outside of the prison-industrial complex. My conclusion pulls together the various themes that emerged in the three frames, from the making of new teachers to the published literacy narratives of teachers and theorists to my own literacy narrative. Writing teachers encounter considerable pressure to align their curricula with one or another theory of literacy, which has the effect of negating the authority of knowledge about literacy gleaned from experience as readers and writers. My dissertation contends that there is much to be gained by finding ways of articulating theories of literacy that encompass teachers’ knowledge of reading and writing as expressed in personal narratives of literacy. While powerful cultural rhetorics of upward social mobility often neutralize the critical potential of teachers’ own narratives of literacy—potential that has been documented by scholars in writing studies and allied disciplines—this is not always the case. The chapters in this dissertation offer evidence that hopeful and critical positions on the transformational possibilities of literacy are not mutually exclusive.

Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel [Band 2]

Die Jahrestagung der Gesellschaft für Didaktik der Mathematik fand im Jahr 2015 zum dritten Mal in der Schweiz statt. [...] Mit rund 300 Vorträgen, 16 moderierten Sektionen, 15 Arbeitskreistreffen und 21 Posterpräsentationen eröffnete sich ein breites Spektrum an Themen und unterschiedlichen Zugangsweisen zur Erforschung von Fragen rund um das Lernen und Lehren von Mathematik. (DIPF/Orig.)