Hybrid Electric Energy Integrated Cluster

Hybrid Electric Energy Integrated Cluster Project Acronym: HELENIC-REF Project Title: Hybrid Electric Energy Integrated Cluster concerning Renewable Fuels This project has been funded by the European Unions Horizon 2020 research and innovation programme. The information in this document reflects only the authors views, not the opinion of the European Union. Neither the REA nor the European Commission are responsible for any use that may be made of the information contained therein. The deliverable describes the data that will be obtained for HELENIC-REF, the procedure for obtaining, managing, storing these data. An explanation of naming, version controlling and preserving the data will be given, along with the procedure of sharing the data per the participation of the project in Open Research Data Pilot. HELENIC-REF (Hybrid Electric Energy Integrated Cluster concerning Renewable Fuels) project refers to the establishment of a new sustainable methodology of production of energy or fuels. HELENIC-REF is participating on the Open Research Data Pilots which a pilot action in H2020 on open access to research data. The foresight for the Data Management Plan is dictated by the three main objectives of the HELENI C-REF project: The reduction method based on the Lorenz electron forces The production of hydrogen using magnetite catalyst The production of hydrocarbons based on the production of hydrogen and the Lorenz electrons The following plan describes the data that will generated in connection of these objectives in the research project. It speaks about the methods of collection, the way they will be shared and how they will be stored, backup and preserved. The data that will be produced in the project can be divided in three wide categories, computer software, research data and metadata, and manuscripts and dissemination material. 3.1 Computer Software HELENIC-REF will produce software for measurement and instrumentation and modelling. The source code will be stored and shared among the partners in ZIP archives, which in the most common format for this purpose. Source code will have standard programming language format either in .m or .vi depending for the program in which was created. 3.2 Research data and metadata This category refers to the data that will be collected from the different experiments that will be carried in the project from each partner. The data will be stored in standard format of .txt, .csv to be accessible easily from any type of software for further processing of evaluation. The main categories of the research data that will be produced in the project cover the following areas. Information on the catalyst Information on the developed experimental apparatus for the reduction process Information on the developed experimental apparatus for the hydrogen production Information on the developed reactor for the hydrocarbon production 3.2.1 Information on the catalyst. The data produced on the catalyst will refer mainly on the its structural characterization and will be produced with different methods described in Section 4. 3.2.2 Information on the developed experimental apparatus for the reduction process The reduction process will be based on Lorenz electron reactor operation. The data will be produced and collected from the measurement of this activity with the used of different measurement method such as chromatography, structural characterization etc. (More details in Section 4) 3.2.3 Information on the developed experimental apparatus for the hydrogen production This data will be produced by monitoring different parameters of the designed experimental apparatus, such as temperature, pressure, electro-magnetic conditions etc. 3.2.4 Information on the developed experimental apparatus for the hydrogen production The Hydrocarbon production will be made by either use the produced hydrogen or the Lorenz electrons. This procedure has different approaches and each will produce its own data sets 3.2.5 Information on the developed reactor for the hydrocarbon production These data will be produced by the process or the burning the accumulated hydrogen and oxygen. 3.3 Manuscripts Manuscripts refers to the all the documents produced during the project, deliverables, publications, internal documents. Microsoft WORD (.doc) will be used for the draft versions and both WORD and PDF formats will be used for the final ones. 3.4 Dissemination material HELENIC-REF will produce different types of dissemination materials, flyers, public presentations, videos, presenting the idea and the achievements of the project. For the flyer, the final format will be an image on .JPEG or bitmap .BMP. The presentations will be either in Microsoft PowerPoint format or PDF.ÂÂ   All the dissemination material will be shared in public only in PDF format or hardcopy. For the video widely used format will be used as AVI or MOV. 4.1 Creation and collection of the data In this section the methodology for the collection and the creation of each of the data category will be presented. 4.1.1 Computer Software The software produced in HELENIC-REF will be mainly to gather and process the data from the different types of sensors that the partners will use during the experimental procedure. National Instruments Suite will be used from all the partners for the data acquisition of some of the sensors and the commercial software of the devices for the gas analysis, flow meter etc. In addition, software code will be produced during the modeling procedure with the use of MATLAB. Its time a new version of code will be produced, will be released among the partners to update their versions if needed. 4.1.2 Research data and metadata Research data will be produced during the experimental procedure of the project and the further processing of these data. As previous said these data can be divided in the four main categories. The methods for the collection of the data in each category involve scientific equipment and sensors. The data produced on the catalyst will be made through measurements on: Electron microscopy X-ray diffraction FTIR Raman spectroscopy In addition, the resistivity of the catalyst will be monitored and data will be produced from its structural modelling. The methods to produce the datasets on the reduction process will be based on: On-line oxygen flow measurement using sensors and/or chromatography On-line resistivity monitoring On-line parametric control (Air flow, temperature, current, magnetic field) Periodic structural characterization Modeling of the reduction process The datasets for the Hydrogen and Hydrocarbon production, they will be obtained through measurements by both the operating conditions of the experiment: Temperature Pressure Water flow rate for steam generation Inlet inert flow rate (N2) Output gaseous flow rate Output gaseous flow rate (hydrogen and oxygen) And the electro-magnetic conditions: Current flow along the catalyst Magnetic field vertical to the current flow on the catalyst Resistivity on the catalyst 4.1.3 Manuscripts and dissemination material All the documentation of the project, deliverables, internal reports, material for dissemination will be produced by the Microsoft Office Suite 4.2 Naming, versioning and handling of the files. The structure of the archiving of the data will follow the WP and task organization. The parent folder will be named under the Work Package number and the children folders with the name of the task. The structure will be the same for the different type of data, research software, dissemination material. The structure of the folders can be seen in Figure 1. Figure 1: Structure of folder for Research Data archiving Research data from measurements will be accompanied by a log file naming who created the data or contributed, date and under what conditions they can be accessed. In addition, these datasets will be followed by detail documentation about the used methodology, the analytical and procedural information, if any assumption was made and the equipment used to obtain these (chromatograph, gas analyzer etc.). The naming of the files will be made accordingly to their content for easier identification. Especially for the data from measurement in the name of the file the generation date will be contained and a number indicating the repetition of the experiment that day filename_day_month_year_repetition for example if the date was 3 of March 2016 and it was the 10th time that the experiment for repeated then the name will be filename_03_03_2016_R10. For the rest of the files a version system will be used indicating the version of the file after the name filename_Vx. For the software where is needed for the versioning and revision tool like GIT (https://git-scm.com ) will be used. For manuscripts, the writer/owner of the document will be controlling the version of in the name of the file but also in the Document History table inside the document. Each partner that will contribute in the document will use track changes and change the name of the original by adding he/she initials to the filename. 4.3 Quality procedures The Consortium has specified quality procedures for the deliverables and internal documents and the dissemination material. Each document generated by any partner must be circulated at least 10 days before its deadline for submission. Also, the Coordinator will check the document against any issues of plagiarism or not proper referencing. The content of any publication or dissemination material must be approved by the Consortium before submission and it is checked to include the acknowledgment to the EU funding. The equipment that is used for the measurements during the experiments is certified and calibrate to assure the accuracy of the data measured. But the correct measurements are depending on the methodology of the experiments and the ability to repeat the experiment and to obtain the same results. For this reason, the data obtained from the experiments will be compared with previous measurements to identify the similarity to the results. Also, the results of the experiments will be circulated to the partners to assess the quality of the findings. In addition, the methodology used by each partner will be discussed in weekly based skype meetings with partners for possible corrections or omissions. 5.1 Data storage and back up during the project Each partner will be responsible to store securely in their server equipment the data produced using the archiving system described above. These local servers are secure and the drives are periodically backed up.ÂÂ   Through the development process, data may be shared on computers belonging to the partner staff. These computers are safeguarded through up to date virus and malware protection software. For sharing the data between the partners a designated secure area exists in the website. Access to this area can be done only with a username and password that has been granted to each partner from the administrator of the site. Maintenance of the datasets stored in partners server will be done in accordance to each of the partners policy. In addition, a back-up of the datasets will be held by the coordinator in a secure area in his server. 5.2 Data sharing and confidentiality Due to the novelty of the proposed method the consortium is willing to file for patents as soon as the outcome of the generated data will allow to do so. In addition the amount of the data that will be produced as can been seen from the description above will allow the partners to make several publications in high impact journals. The publications arise from the project will be open access in order to be exploit by not only the academic community by from the industry as this is the main goal of the consortium. Also, because as mentioned it is highly possible to file for patents, the consortium has agreed to open the data for sharing only after the patents have been submitted.ÂÂ   But, the data concerning any possible publications will be available to verify the findings and clarify the procedure that is described in each publication. The Consortium have decided that the datasets from the experimental measurements will be preserved and used by the partners in future research activities. Similarly, to let researchers and wider public to know more about HELENIC-REF data from public reports, open access journals and conferences will be preserved along with the necessary data for validating the published results and for researchers to compare their findings. All dissemination material will be preserved and shared as soon as possible to let the public about know about the project. The Consortium has decided to preserve the data for 5 years after the completion of the project. All data to preserved will be kept in the partners serves and will be used by them before and after the completion of the project. The maintenance of the data will by each partners responsibility. The preservation of the public data is described in Section 5.3. 5.3 Data sharing The Consortium, regarding its participation on the Open Research Data Pilot, is on favor to have open access publications. For this reason, to share the dataset from this publications Consortium is considering to use ZENODO ( https://zenodo.org ) as the data repository for the project outcomes. In this repository, all the research data that are needed to validate the open access publications will be kept, free of charge to any user. HELENIC-REF datasets are to be shared for research and training purposes that is why they will be shared under the Creative Commons Non-Commercial Share-alike license 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0 ). This license enables anyone freely Share, copy and redistribute the material in any medium or format Adapt, remix, transform, and build upon the material With respect to the following terms Attribution, one must give appropriate credit, provide a link to the license, and indicate if changes were made Non-commercial use Share alike (Share the data under the same license) All the dissemination data will be made available through the website and social media. In case a partner is required to share any of the confidential information, for example with manufacturers, suppliers or specialist companies, it is required to sign a non-disclosure agreement between them and after the Consortium Members are informed and have agreed. 5.4 Copyright and Intellectual Property Rights (IPR) issues. Datasets are owned by the partner that generates them. Where several partners have jointly carried out work generating the datasets, they will have joint ownership of such these data. In addition, these partners can agree on a joint ownership agreement regarding the allocation and terms of exercising that joint ownership. The joint ownership results can be used by the partners for non-commercial research activities without requiring the prior consent of the others Joint Owners. The ownership of these dataset can be transferred per article 30 of the Grant Agreement. As mentioned above the public scientific datasets will be shared under the Creative Common license to protect the intellectual property of the owners against any commercial use of the shared dataset.

Case Study: Developmental Reading

The article attempted to explicate how originative activities for 3rd twelvemonth high school pupils affect their critical thought accomplishments. Comparing two groups, the Instruction with Creative Activities ( ICA ) and the Instruction with No Creative Activities ( INCA ) , the survey expected the ICA group to hold higher mean tonss and average additions in their Chemistry Test for Higher Order Thinking Skills ( ChemTHOTS ) and in their pretest to posttest severally. Although, findings suggest that there are no important differences between both groups ‘ average trial tonss, it made a distinguishing suggestion that activities given to each group should hold been more varied.Creative ThinkingCritical ThinkingThere have been surveies that tried to associate creativeness with critical thought, nevertheless most findings do non demo direct grounds to back up this theory. Recommendations range from carry oning more probes on the topic every bit good as lengthening survey period f or which the research will be conducted. On the other manus, surveies besides show that usage of varied originative techniques do assist pupils develop their imaginativeness. Imagination being a clear usage of mental procedures manner beyond the usual stretching of the encephalon. Imagination here can so be linked to perspective pickings and reflective thought which are considered high order believing accomplishments. As kids put themselves in different scenarios, find ways to work out jobs and visualise certain constructs, they do tap on this really rich encephalon activity that really provides footing for better apprehension and critical thought. We can state that every bit originative thought explores assorted appraising actions, critical thought, in bend, plays with taking different scenarios. The blending of these procedures ( as shown from the image I shared on the earlier page ) are manifested when we try to see a job and come up with several ways to work out it or when we try to understand a individual, a narrative or a state of affairs, and put ourselves in different positions. This is most apparent during drama when kids try to research illimitable boundaries and when kids come up with a creative activity that they are proud to name their ain. In a schoolroom scene, an of import end is to accomplish literacy, a solid apprehension of constructs, every bit good as to prolong acquisition, its different signifiers and degrees. However, this is a really delicate and complicated effort that entails an synergistic attack from the instructor and a response from the scholar. Therefore doing the acquisition procedure, a duty of all the cardinal participants. And aside from the traditional stiff methods, there are assorted ways to accomplish these ends. For the intent of this survey, methods that promote originative thought like art, drama and games are proposed. Concretely, a lesson on Shakespearean dramas can be made more colourful if alternatively of inquiring pupils to memorise and discourse lines, they would come up with their ain rendering of a peculiar scene. A lesson on the Solar System can be made more meaningful if alternatively of merely inquiring pupils to memorise the different planets and come up with a theoretical acco unt, they could feign to be going from one planet to another and from each planet they are to direct a post card depicting about their location and their stay at that place. And a lesson on the different states of Africa can be made more unerasable if alternatively of merely being able to turn up them on the map, they would larn a peculiar dance move and associate that with a state, and so likely come up with their ain States of Africa dance. The survey is most relevant as it is the epoch when scholars want to be more involved with the acquisition procedure. They want hands-on, application and pattern. It is besides the clip when it is extremely encouraged for the pedagogues to tailor-fit their lessons to varied scholars with every bit diverse acquisition manners. It is now a call to pedagogues to prolong their acquisition and to react with methods that are perfect lucifer to their acquisition demands. And in the hunt for these methods, we find ways to tap on higher degrees of thought accomplishments, supplying our pupils with unmeasurable instruction. As pedagogues, we ourselves are front line drives in prosecuting this way for our scholars. We must prosecute them in the acquisition procedure by supplying them with instructional schemes and methods that let them really grasp what they are seeking to understand. We should non restrict their heads but instead allow them research the universe. And as they go about this geographic expedition, we ourselves should be with them and continuously open our heads and do our universe even richer, paving the manner for our pupils. We can ne'er be the designers of the workings of our pupil ‘s heads. I learned this the difficult manner while take a firm standing to my so biennial old male child that he should larn about and joint back the life rhythm of a butterfly. The lone things I got out of that episode were painful cryings and letdown with myself. I should hold waited for him to be ready and it would hold been best had I tried to look for ways to offend his involvement and inventive accomplishments foremost. All we can make truly is non to plan their heads but design lessons they can bit by bit absorb with much enthusiasm and through assorted experiences. As a parent and a future pre-school pedagogue, I should besides maintain in head that my kids will be turning up reasonably fast. Each twenty-four hours is a learning twenty-four hours and there truly is no turning back. I should do the most out of the clip I am given with them. I should ever be able to come up with a great lesson, ever luring their involvement and ever doing certain that they leave the category experiencing proud of themselves for making something. I should assist them utilize their heads in many different ways, ever with the end for them to larn something new. And that, they arrive at such larning non merely through ground, but more significantly, with a great trade of sentiment and imaginativeness.

Monitor a Safe Workplace Essay

|Unit BSBOHS407A |Qualification | |Monitor a Safe Workplace |Certificate IV in Frontline Management | | | |Learner | |Start Date | | |Assessor | |Due Date | | | | |Task |Description |Who |What |Duration | |( 1 |Complete your workbook |Student |Workbook |10 hours | | | | |Text book | | |( 2 |Journal entry (one per week) |Student |Diary |20 mins | |( 3 |Scenario and Questions |Student |Questionnaire |1.5 hours | |( 4 |Underpinning Knowledge Questions |Student |Questionnaire |1.5 hours | |( 5 |Workplace Project |Student |Computer |6 hours (report) | | | | |Work Team |+ time on the job | |( 6 |Supervisor’s Checklist |Supervisor |Checklist |15 mins | | | | |Workplace Project: | | | | | |Create an OHS file for the information you collect while working through this unit. Consider your own organisation, or one that you have researched. | |Include the following: | |description of your organisation; | |organisational chart of your workplace with list of names, positions and responsibilities; | |floor plan of your workplace with emergency exits labeled; | |your organisation’s OHS policy and procedures; | |organisational chart and job descriptions; | |information from relevant state or territory’s OHS au thorities; | |information from national OHS authorities; | |Risk Assessment forms and instructions/procedure | |copies of your organisation’s records and reports relating to OHS; and | |information from employees and health and safety representatives. | | | |Categorise the information and write a contents page for the folder/file. | | | |Conduct two (2) Risk Assessments on potential workplace hazards using the organisation’s procedures; attach the documentation. | | | | | |Contact your assessor if you require further information. | | | | | | | |_______________________________________ | |Student Signature | |DECLARATION: The attached information is all my own work | | | Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace Candidate’s Name: ___________________________________________________ | |C |NYC | |FEEDBACK FROM MANAGER/SUPERVISOR | | | | | | | |Please consider how the candidate GENERALLY performs. | | | |Does your feedback confirm that the candidate can: | | | |Provide information to the workgroup about OH&S policies and procedures |( |( | |Implement and monitor participative arrangements for the management of OH&S |( |( | |Implement and monitor an organisation’s procedures for providing OH&S training |( |( | |Implement and monitor procedures for identifying hazards and assessing risks |( |( | |Implement and monitor the organisation’s procedures for controlling risks |( |( | |Implement and monitor the organisation’s procedures for maintaining OH&S for the team |( |( | | | |How does the candidate monitor safety in the workplace? | | | | | | | | | | | |COMMENTS FROM SUPERVISOR REGARDING CANDIDATE’S PERFORMANCE AGAINST THESE COMPETENCIES | | | | | | | |Supervisor’s Name and Signature: | | | |Email: | | | |Qualifications: | | | |Date: | Important: The candidate cannot be deemed competent until this checklist is returned. Please contact the assessor to discuss issues relating to this assessment, Corelink 02 9779 9800. Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace Candidate’s Name: __________________________________ | | | |ASSESSOR’S OBSERVATIONS |Satisfactory | | | | | |Yes No | |Participates in group activities and group discussion in the learning & development environment, OR, responded to |( |( | |assessor’s questions in the required time frame and to the required standard. | | | |Completed workbook activities to appropriate standard |( |( | |Recorded legitimate details of workplace issues in his/her journal and offered these issues and other discussion |( |( | |generating evidence to the workshop group | | | |Discussed and demonstrated an ability to work through issues raised on a one-to-one basis with the assessor (where |( |( | |the assessor coached the candidate through the issue) | | | |Demonstrated underpinning knowledge of the performance criteria for this unit |( |( | |Performance in the learning & development environment was at a standard that reflected the candidate’s knowledge and |( |( | |understanding of this unit | | | |Ability to recognise opportunities to transfer learnings from group activities and discussions into the workplace |( |( | |Knowledge of how the elements and performance criteria of this unit integrate with and relate to the candidate’s |( |( | |organisation’s actual strategy | | | |ALL evidence submitted for assessment was appropriate for the level at which the candidate is being assessed |( |( | |Used effective people skills to relate to and communicate with others whilst in the learning & development |( |( | |environment | | | | | |COMMENTS FROM ASSESSOR REGARDING CANDIDATE’S PERFORMANCE | | | | | | | | | | | | | |Assessor Name and Signature: Date: | Important: The candidate cannot be deemed competent until this checklist is returned. ———————– 1. Notes to Learner: †¢ ALL evidence should be checked off and attached to this document prior to submission for assessment. It is important you supply enough evidence so you can demonstrate that you are capable of performing at the appropriate standard in the workplace. Without the required evidence, you cannot be assessed as COMPETENT IN THE WORKPLACE by your assessor. †¢ The supervisor/third party checklist is to be completed by your supervisor. If you do not have a supervisor (for example, if you are a business owner), contact your assessor to arrange for a suitable third party to complete the checklist. †¢ Whether you are participating in FLM facilitated-learning workshops or learning self-paced, the assessor will complete a checklist to record evidence of your participation in group discussion, group activities or one-on-one interviews and emails. This will record an assessment of your underpinning knowledge and ability to transfer the learnings from the discussion and activities back to the workplace. †¢ Please contact your assessor if you require any assistance whilst preparing or collecting this evidence. †¢ If you do not have the instructions about how to keep a Journal, please contact your assessor. †¢ If you do not understand anything fully, contact your assessor. †¢ Go to Corelink’s website if you need tips on studying via distance learning. QUESTIONNAIRE Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace SCENARIO Complete your answers using a word processor. The answers do not need to be lengthy (bullet points will do). The company you work for was recently purchased by another, much larger company. Although the employees have been assured that no retrenchments would occur they are still skeptical about what the future holds for them. The new managers appear to be quite open with staff about their vision for the company and have introduced major changes to its work practices to help them achieve their objectives. Workers are required to move to a new safety system. There has never been a formal system in place before. You have been put in charge of the project. Describe how you would go about the following: a. Information Sessions on OHS Legislation b. Method of explaining industry regulations to staff c. Draft of a suitable OHS Policy d. Explanation of how accessible this policy should be to employees e. Procedure for electing OHS representatives and committee f. Explanation of how meetings will be conducted g. Consultation methods you will use, and as assessment of that consultation with employees regarding the identification of workplace hazards h. Training requirements i. A checklist relating to hazards in your work area j. Draft of an Incident Reporting Procedure UNDERPINNING KNOWLEDGE QUESTIONNAIRE Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace Complete your answers using a word processor. The answers do not need to be lengthy (bullet points will do). 1. Discuss the responsibilities that OH&S legislation places on employees and managers 2. Describe the legal responsibilities of safety representatives and committees 3. What is meant by an employer’s OH&S ‘Duty of Care’? 4. What should OH&S audits evaluate? 5. What OH&S records should be maintained? 6. Why do we have OH&S policies and procedures? 7. ———————– Corelink PTY LTDAssessment Tool  ©Corelink Pty LtdAssessment Tool

Utopia by Thomas More and The Prince by Machiavelli Essay

Utopia by Thomas More and The Prince by Machiavelli Thomas More’s Utopia and Machiavelli’s The Prince both concern themselves with the fundamental issues of how a society works and maintains itself. The goals behind the two works, however, differ considerably. The goal of Utopia is to illustrate the maintenance of an â€Å"ideal† society and the goal of The Prince is to instruct a prince, or ruler, on how to maintain his state. On the surface these two goals may seem similar but the difference lies in the way the authors handle the subject of power. As a manual, or handbook if you will, Prince treats power as a necessity, a goal, to be worked towards and maintained, almost at all costs. Utopia, a fantasy, treats†¦show more content†¦One might even say that the people are empowered, but the ideals that truly run the society, are empowered. More’s true focus does not even lie in power, but in the seeking of ideals. A second comparison that one could make is that the types of governments also have inherent qualities within them concerning power. In the Prince, the government is either a theoretical monarchy or dictatorship. Mach focuses on the manipulation of the people to main- tain power. The minor details do not matter. The importance lies in the fact that in a monarchy or dictatorship one person has the power in a society and all the rest serve only to obey him. Starkly different is More’s creation. His society is a true communist one and it could also be argued that it is also a democracy. Leaders are elected by the people, who make their own decisions freely. Nothing, not even power, is owned in that society by an individual. The power is distributed, thus empowerment. The capitalism of Machiavelli’s world, the idea that â€Å"the ends justify the means† strongly ties in with this contrast. That idea stated above correlates with the next point. In an idealistic society whose goals are justice and truth, it is impossible for one’s goal to be power. More’s idealistic attitude and Mach’s lack of one are both indicators of how they viewShow MoreRelatedSir Thomas More s Utopia And Niccolo Machiavelli s The Prince1454 Words   |  6 PagesSir Thomas More’s Utopia and Niccolo Machiavelli’s The Prince reflect the ideals of the Renaissance. Their reflections of the Renaissance are similar; however, their representations of the Renaissance also have distinct differences. The Renaissance or â€Å"rebirth† was a cultural movement that accompanied the passage of Europe from the Middle Ages to modern times. Niccolo Machiavelli was an Italian civic humanist, historian, diplomat, philosopher, politician, and writer during the Renaissance. 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