Air-sea fluxes of CO2 and CH4 from the Penlee Point Atmospheric Observatory on the south-west coast of the UK

We present air–sea fluxes of carbon dioxide (CO2), methane (CH4), momentum, and sensible heat measured by the eddy covariance method from the recently established Penlee Point Atmospheric Observatory (PPAO) on the south-west coast of the United Kingdom. Measurements from the south-westerly direction (open water sector) were made at three different sampling heights (approximately 15, 18, and 27m above mean sea level, a.m.s.l.), each from a different period during 2014–2015. At sampling heights ≥18ma.m.s.l., measured fluxes of momentum and sensible heat demonstrate reasonable (≤ ±20% in the mean) agreement with transfer rates over the open ocean. This confirms the suitability of PPAO for air–sea exchange measurements in shelf regions. Covariance air–sea CO2 fluxes demonstrate high temporal variability. Air-to-sea transport of CO2 declined from spring to summer in both years, coinciding with the breakdown of the spring phytoplankton bloom. We report, to the best of our knowledge, the first successful eddy covariance measurements of CH4 emissions from a marine environment. Higher sea-to-air CH4 fluxes were observed during rising tides (20±3; 38±3; 29±6 μmolem-2 d-1 at 15, 18, 27ma.m.s.l.) than during falling tides (14±2; 22±2; 21±5 μmolem-2 d-1), consistent with an elevated CH4 source from an estuarine outflow driven by local tidal circulation. These fluxes are a few times higher than the predicted CH4 emissions over the open ocean and are significantly lower than estimates from other aquatic CH4 hotspots (e.g. polar regions, freshwater). Finally, we found the detection limit of the air–sea CH4 flux by eddy covariance to be 20 μmolem-2 d-1 over hourly timescales (4 μmolem-2 d-1 over 24 h).

Air-sea transfer of gas phase controlled compounds

Gases in the atmosphere/ocean have solubility that spans several orders of magnitude. Resistance in the molecular sublayer on the waterside limits the air-sea exchange of sparingly soluble gases such as SF6 and CO2. In contrast, both aerodynamic and molecular diffusive resistances on the airside limit the exchange of highly soluble gases (as well as heat). Here we present direct measurements of air-sea methanol and acetone transfer from two open cruises: the Atlantic Meridional Transect in 2012 and the High Wind Gas Exchange Study in 2013. The transfer of the highly soluble methanol is essentially completely airside controlled, while the less soluble acetone is subject to both airside and waterside resistances. Both compounds were measured concurrently using a proton-transfer-reaction mass spectrometer, with their fluxes quantified by the eddy covariance method. Up to a wind speed of 15 m s-1, observed air-sea transfer velocities of these two gases are largely consistent with the expected near linear wind speed dependence. Measured acetone transfer velocity is ~30% lower than that of methanol, which is primarily due to the lower solubility of acetone. From this difference we estimate the "zero bubble" waterside transfer velocity, which agrees fairly well with interfacial gas transfer velocities predicted by the COARE model. At wind speeds above 15 m s-1, the transfer velocities of both compounds are lower than expected in the mean. Air-sea transfer of sensible heat (also airside controlled) also appears to be reduced at wind speeds over 20 m s-1. During these conditions, large waves and abundant whitecaps generate large amounts of sea spray, which is predicted to alter heat transfer and could also affect the air-sea exchange of soluble trace gases. We make an order of magnitude estimate for the impacts of sea spray on air-sea methanol transfer.

Air-sea transfer of gas phase controlled compounds

Gases in the atmosphere/ocean have solubility that spans several orders of magnitude. Resistance in the molecular sublayer on the waterside limits the air-sea exchange of sparingly soluble gases such as SF6 and CO2. In contrast, both aerodynamic and molecular diffusive resistances on the airside limit the exchange of highly soluble gases (as well as heat). Here we present direct measurements of air-sea methanol and acetone transfer from two open cruises: the Atlantic Meridional Transect in 2012 and the High Wind Gas Exchange Study in 2013. The transfer of the highly soluble methanol is essentially completely airside controlled, while the less soluble acetone is subject to both airside and waterside resistances. Both compounds were measured concurrently using a proton-transfer-reaction mass spectrometer, with their fluxes quantified by the eddy covariance method. Up to a wind speed of 15 m s-1, observed air-sea transfer velocities of these two gases are largely consistent with the expected near linear wind speed dependence. Measured acetone transfer velocity is ~30% lower than that of methanol, which is primarily due to the lower solubility of acetone. From this difference we estimate the "zero bubble" waterside transfer velocity, which agrees fairly well with interfacial gas transfer velocities predicted by the COARE model. At wind speeds above 15 m s-1, the transfer velocities of both compounds are lower than expected in the mean. Air-sea transfer of sensible heat (also airside controlled) also appears to be reduced at wind speeds over 20 m s-1. During these conditions, large waves and abundant whitecaps generate large amounts of sea spray, which is predicted to alter heat transfer and could also affect the air-sea exchange of soluble trace gases. We make an order of magnitude estimate for the impacts of sea spray on air-sea methanol transfer.

Learning for self-regulation: Improving instructional benefits for pupils, teachers, parents, schools, and society at large

Compulsory education laws oblige primary and secondary schools to give each pupil positive encouragement in, for example, social, emotional, cognitive, creative, and ethical respects. This is a fairly smooth process for most pupils, but it is not as easy to achieve with others. A pattern of pupil, home or family, and school variables turns out to be responsible for a long-term process that may lead to a pupil’s dropping out of education. A systemic approach will do much to introduce more clarity into the diagnosis, potential reduction and possible prevention of some persistent educational problems that express themselves in related phenomena, for example low school motivation and achievement; forced underachievement of high ability pupils; concentration of bullying and violent behaviour in and around some types of classes and schools; and drop-out percentages that are relatively constant across time. Such problems have a negative effect on pupils, teachers, parents, schools, and society alike. In this address, I would therefore like to clarify some of the systemic causes and processes that we have identified between specific educational and pupil characteristics. Both theory and practice can assist in developing, implementing, and checking better learning methods and coaching procedures, particularly for pupils at risk. This development approach will take time and require co-ordination, but it will result in much better processes and outcomes than we are used to. First, I will diagnose some systemic aspects of education that do not seem to optimise the learning processes and school careers of some types of pupils in particular. Second, I will specify cognitive, social, motivational, and self-regulative aspects of learning tasks and relate corresponding learning processes to relevant instructional and wider educational contexts. I will elaborate these theoretical notions into an educational design with systemic instructional guidelines and multilevel procedures that may improve learning processes for different types of pupils. Internet-based Information and Communication Technology, or ICT, also plays a major role here. Third, I will report on concrete developments made in prototype research and trials. The development process concerns ICT-based differentiation of learning materials and procedures, and ICT-based strategies to improve pupil development and learning. Fourth, I will focus on the experience gained in primary and secondary educational practice with respect to implementation. We can learn much from such practical experience, in particular about the conditions for developing and implementing the necessary changes in and around schools. Finally, I will propose future research. As I hope to make clear, theory-based development and implementation research can join forces with systemic innovation and differentiated assessment in educational practice, to pave the way for optimal “learning for self-regulation” for pupils, teachers, parents, schools, and society at large.

Destination Open Access: Getting Researchers On Board

This Open Access (OA) Poster - ‘Destination Open Access: Getting Researchers on Board’, was devised by the Queen’s University Belfast’s OA Team. It outlines the advocacy strategy undertaken to strengthen researchers’ uptake of OA at the University. Research funders, such as the Higher Education Funding Council of England (HEFCE), are increasingly mandating that researchers make their work publically available via an institutional repository. It is therefore imperative that researchers and departments fully engage with open access to ensure future funding.

The team’s advocacy strategy centres around collaboration with the Heads of Schools, Subject Librarians, the Research and Enterprise Office and, most importantly, the researchers themselves. The team regularly organises training sessions and events, on understanding OA, funder compliance and using the institutional repository. We also run outreach activities, such as practical drop-in sessions, promotional give-aways, OA updates to library staff and direct communications to schools. Finally, the team maintain a strong online presence via LibGuides, LibAnswers, the Library Blog and Twitter. We utilise these platforms to highlight topical OA issues, to advertise events, to provide support materials and to interact with researchers.

Statistics indicate that researchers are increasingly engaging with the OA training, communications and outreach events. Since August 2014 over 1200 researchers have attended advocacy sessions. Additionally, the numbers of papers uploaded to the repository each year has steadily increased and there are now over 3, 000 full-text OA research outputs in the Queen’s Research Portal.

This reflects positively on the team’s established approach of working with researchers to develop an OA culture within the University. Whilst it is clear that an open access strategy is essential, support for the open access ethos must come from individual researchers and Schools in order for the University to reach its desired destination of maximum uptake of open access.

Optimization of osmotic dehydration of papaya followed by air-drying

FERNANDES, Fabiano A. N. et al. Optimization of Osmotic Dehydration of Papaya of followed by air-drying. Food Research Internation, v. 39, p. 492-498, 2006.

Social Skills Training in Flight Schools: A Proactive Tool for Management of Threats and Risks

Safety Management Systems in aviation generate training programs that develop skills needed to perform safety functions. The objective of this study is to show that, in groups, individuals need to have interpersonal skills and, in particular, ability to communicate with others, to listen, and to influence. It is for this reason that Social Skills Training is important in Aviation. Professionals trained in social skills are more likely to identify threats and risks caused by interpersonal situations, be assertive, and take appropriate action. As a contribution, this paper suggests a set of policies, procedures and practices for educating and training future professionals who will work in aviation safety.

Optimization of osmotic dehydration of papaya followed by air-drying

FERNANDES, Fabiano A. N. et al. Optimization of Osmotic Dehydration of Papaya of followed by air-drying. Food Research Internation, v. 39, p. 492-498, 2006.

A educação ambiental e a interdisciplinaridade através da horta : um estudo de caso entre duas escolas da cidade de Rio Grande

O presente estudo de caso tem como objetivo relacionar a Educação Ambiental (EA) aos aspectos multidisciplinares de conteúdos das ciências naturais, tendo por base o tema da “horta escolar” e de sua interpretação por estudantes de duas escolas da cidade do Rio Grande/RS, uma delas situada no contexto urbano, e a outra, no meio rural. Para esta análise, consideramos a Escola Estadual de Ensino Fundamental Dr. Pedro Francisco Bertoni em Domingos Petroline e a Escola Estadual de Ensino Fundamental Barão de Cerro Largo no bairro Centro de nossa cidade. Desse modo, realizamos um debate teórico e analítico da escola enquanto possível instrumento de aprendizagem sobre conteúdos científicos relacionados ao meio ambiente, associada a uma abordagem de natureza participativa e lúdica fundada na sensibilização dos atores envolvidos em seus respectivos cenários.Como procedimento metodológico,foi elaborado um questionário discutindo junto às escolas em reuniões agendadas anteriormente e dúvidas pertinentes às questões propostas foram esclarecidas servindo de base para investigação desta pesquisa, feita com aproximadamente vinte e seis alunos entre as duas escolas.Assim,uma parcela de estudantes de ambas as escolas foram envolvidos na coleta de um grupo de questões objetivas e descritivas relacionadas a temas ambientais do cotidiano, realizando-se posteriormente um estudo comparativo entre as respostas de cada escola considerada conforme as faixas etárias nelas existentes.De um modo geral, as manifestações textuais dos educandos foram agrupadas em diferentes eixos tematizados da seguinte forma: Agricultura Orgânica e Interdisciplinaridade/Ensino de Ciências Naturais/Meio Ambiente.Como resultados, podemos compreender que a horta escolar constitui-se numa potencial “laboratório vivo” que transcende até mesmo os domínios da sala de aula, uma vez que se revela como um sistema ecológico em que há interação dinâmica entre todos os seus elementos constitutivos observados de forma direta pelos alunos: o solo, as plantas, a atmosfera e suas relações. Neste sentido, foi possível apreender o potencial ecológico-educativo que a horta proporciona in loco aos interessados em se aprofundar nos complexos mecanismos da natureza, e assim, um melhor entendimento dos conteúdos estudados nas disciplinas de ciências naturais.

A cost-efficiency and health benefit approach to improve urban air quality

When ambient air quality standards established in the EU Directive 2008/50/EC are exceeded, Member States are obliged to develop and implement Air Quality Plans (AQP) to improve air quality and health. Notwithstanding the achievements in emission reductions and air quality improvement, additional efforts need to be undertaken to improve air quality in a sustainable way - i.e. through a cost-efficiency approach. This work was developed in the scope of the recently concluded MAPLIA project "Moving from Air Pollution to Local Integrated Assessment", and focuses on the definition and assessment of emission abatement measures and their associated costs, air quality and health impacts and benefits by means of air quality modelling tools, health impact functions and cost-efficiency analysis. The MAPLIA system was applied to the Grande Porto urban area (Portugal), addressing PM10 and NOx as the most important pollutants in the region. Four different measures to reduce PM10 and NOx emissions were defined and characterized in terms of emissions and implementation costs, and combined into 15 emission scenarios, simulated by the TAPM air quality modelling tool. Air pollutant concentration fields were then used to estimate health benefits in terms of avoided costs (external costs), using dose-response health impact functions. Results revealed that, among the 15 scenarios analysed, the scenario including all 4 measures lead to a total net benefit of 0.3M€·y(-1). The largest net benefit is obtained for the scenario considering the conversion of 50% of open fire places into heat recovery wood stoves. Although the implementation costs of this measure are high, the benefits outweigh the costs. Research outcomes confirm that the MAPLIA system is useful for policy decision support on air quality improvement strategies, and could be applied to other urban areas where AQP need to be implemented and monitored.

Exposure of children to ultrafine particles in primary schools in Portugal

Children spend a large part of their time at schools, which might be reflected as chronic exposure. Ultrafine particles (UFP) are generally associated with a more severe toxicity compared to fine and coarse particles, due to their ability to penetrate cell membranes. In addition, children tend to be more susceptible to UFP-mediated toxicity compared to adults, due to various factors including undeveloped immune and respiratory systems and inhalation rates. Thus, the purpose of this study was to determine indoor UFP number concentrations in Portuguese primary schools. Ultrafine particles were sampled between January and March 2014 in 10 public primary schools (35 classrooms) located in Porto, Portugal. Overall, the average indoor UFP number concentrations were not significantly different from outdoor concentrations (8.69 × 10(3) vs. 9.25 × 10(3) pt/cm(3), respectively; considering 6.5 h of indoor occupancy). Classrooms with distinct characteristics showed different trends of indoor UFP concentrations. The levels of carbon dioxide were negatively correlated with indoor UFP concentrations. Occupational density was significantly and positively correlated with UFP concentrations. Although the obtained results need to be interpreted with caution since there are no guidelines for UFP levels, special attention needs to be given to source control strategies in order to reduce major particle emissions and ensure good indoor air quality.

Natural ventilation and indoor air quality in educational buildings: experimental assessment and improvement strategies

Indoor environmental conditions in classrooms, in particular temperature and indoor air quality, influence students’ health, attitude and performance. In recent years, several studies regarding indoor environmental quality of classrooms were published and natural ventilation proved to have great potential, particularly in southern European climate. This research aimed to evaluate indoor environmental conditions in eight schools and to assess their improvement potential by simple natural ventilation strategies. Temperature, relative humidity and carbon dioxide concentration were measured in 32 classrooms. Ventilation performance of the classrooms was characterized using two techniques, first by fan pressurization measurements of the envelope airtightness and later by tracer gas measurements of the air change rate assuming different envelope conditions. A total of 110 tracer gas measurements were made and the results validated ventilation protocols that were tested afterward. The results of the ventilation protocol implementation were encouraging and, overall, a decrease on the CO2 concentration was observed without modifying the comfort conditions. Nevertheless, additional measurements must be performed for winter conditions.

Spirituality in the Undergraduate Curricula of Nursing Schools in Portugal and São Paulo-Brazil

Spirituality is considered a dimension of nursing care, which is often recognized as being neglected, mainly due to a lack of education. Several studies have addressed nursing students’ perceptions and skills for providing spiritual care, but there is little evidence on how spirituality is addressed in undergraduate nursing curricula. This study comprised Portuguese and Brazilian nursing schools (from São Paulo) and describes how spirituality is addressed in undergraduate nursing curricula. It is descriptive and the survey research was performed in 2014–2015. The questionnaire was composed of closed and open-ended questions and was sent by e-mail. A total of 129 answers were obtained, mostly from Portugal. Results indicated that several curricular units include spirituality, although having different contents. The learning outcomes are consistent with improving nursing students’ integral education, developing the clinical reasoning regarding spirituality, and improving the assessment of the patient across the life span. Nevertheless, it seems that spirituality is poorly addressed in clinical practice. Few nursing schools have courses or curricular units specifically dealing with spirituality, but they do provide some form of teaching on the subject. No standard curriculum exists, but teachers believe that it is a very important subject that should be included in the courses taught.