Herein, we describe our experience transitioning two multi-instructor, multisection courses in both general and organic chemistry online during the COVID-19 pandemic from face-to-face instruction methods to an online content delivery format. Beyond the challenges of common assessments, we also had to coordinate discussion sections hosted by teaching assistants and workshops hosted by undergraduate peer facilitators. We discuss the difference in attendance and assessments before and after the transition to online learning. Additionally, we discuss the different uses of technology to host office hours, deliver synchronous and asynchronous teaching, and facilitate efficient communication between instructors and students. The evolution and adaptation of our assessment and communication strategies as online teaching progressed are also discussed.
Onshore or offshore renewable energy helps to obtain energy in a sustainable manner. However, the deployment of both alternatives can damage the environment with different kind of impacts. For this reason, the place to construct these infrastructures must take into account all related impacts. In this way, Decision Support Systems (DSS) are useful tools. In this paper, a methodology to introduce a visual impact indicator into a DSS for the Environmental Impact Assessment of Offshore Renewable Energy (AMBEMAR) is shown. This DSS is also described. This methodology is adjusted to DSS requirements and flexible to any study case. The result is one visual impact index calculated through a multicriteria analysis that can be used to compare different cases. This methodology is applied to a study case located in the coast in front of Cantabria region (Spain). Two hypothesis of wind farms and other two possible locations for its electric transforming substations are analysed from visual impact point of view. The method shows that furthest wind farm has the lowest impact but indices have a slight variation in both cases
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