Coastal hazards web site developed by ECU experts
(Oct. 3, 2008)
A new website developed by coastal experts at East Carolina University provides a high-tech, one-stop site for information about hurricanes, storm surges and their potential effects on the North Carolina coast.
The web site, North Carolina COastal HAZards Decision Portal (NC COHAZ), presents in a user-friendly way the latest research from members of ECU’s Institute for Coastal Science and Policy and the departments of Geological Sciences and Geography, and links to work from scientists across the state. The address for the site is http://www.coastal.geology.ecu.edu/NCCOHAZ/
“The coast of North Carolina is at risk to a diversity of hazards, and these hazards can have major consequences for people who live, work, and recreate in areas along the coast,” said J.P. Walsh, a professor of geology at ECU. “There has been much research conducted on coastal hazards affecting North Carolina and their consequences, but information is scattered far and wide and is often hard to track down.”
Several mapping tools, that overlay satellite images of the Outer Banks with areas that are at-risk for flooding and erosion, are also available. Walsh said the maps would enable researchers, emergency managers and the public to view the areas along the coast most at-risk of suffering these hazards.
“We believe it is beneficial to have this information out and accessible where it can be considered and explored,” Walsh said.
Walsh and geology colleague Reide Corbett have teamed up with ECU geographers Tom Allen, Tom Crawford and Stephen Sanchagrin to develop the site. Support for the NC COHAZ site has been provided by grants from the State and the RENaissance Computing Institute (RENCI). The researchers are focused on a diversity of topics ranging from shoreline erosion to storm surge visualization to economic effects of hazards.
“We hope this site will improve communication and information exchange around the state,” Walsh said. “Ultimately, we are building this site to help minimize the impacts of coastal hazards on the citizens of North Carolina, and this can only be accomplished through improved sharing of knowledge, data and ideas.”

Suíomh gréasáin faoi na contúirtí cósta arna fhorbairt ag saineolaithe ECU
(Deireadh Fómhair 3, 2008)
Tá suíomh gréasáin nua a d'fhorbair saineolaithe cósta in Ollscoil Carolina Thoir ag soláthar ardteicneolaíochta, suíomh aon-stad le haghaidh faisnéise faoi hurricaneanna, tonntaibh stoirme agus a d'fhéadfadh a bheith acu ar chósta Carolina Thuaidh.
Cuireann an suíomh gréasáin, North Carolina COastal HAZards Decision Portal (NC COHAZ), an taighde is déanaí ó bhaill Institiúid Eolaíochta agus Beartais an Chósta ECU agus na ranna Eolaíochtaí Geolaíochta agus Geo-eagraíochta, agus naisc le hoibre ó eolaithe ar fud an stáit i láthair ar bhealach atá éasca le húsáid. Tá an seoladh don láithreán http://www.coastal.geology.ecu.edu/NCCOHAZ/
"Tá cósta Carolina Thuaidh i mbaol do chineálacha éagsúla contúirtí, agus d'fhéadfadh go mbeadh iarmhairtí móra ag na contúirtí sin ar dhaoine a chónaíonn, a oibríonn agus a dhéanann siamsaíocht i gceantair ar feadh an chósta", a dúirt J.P. Walsh, ollamh géolaíochta ag ECU. Tá go leor taighde déanta ar na guaiseacha cósta a théann i bhfeidhm ar Carolina Thuaidh agus a n-iarmhairtí, ach tá faisnéis scaipthe ar fud na háite agus is minic a bhíonn sé deacair a rianú.
Tá roinnt uirlisí léarscáileála ar fáil freisin, a chuireann íomhánna satailíte de na Bancanna Seachtracha le limistéir atá i mbaol tuilte agus creimeadh. Dúirt Walsh go gcuirfeadh na léarscáileanna ar chumas taighdeoirí, bainisteoirí éigeandála agus an phobail féachaint ar na ceantair ar feadh an chósta is mó a bhfuil an baol ann go mbeidh na contúirtí seo ag fulaingt.
"Creidimid go bhfuil sé tairbheach an fhaisnéis seo a bheith ar fáil agus inrochtana áit ar féidir í a mheas agus a iniúchadh", a dúirt Walsh.
D'éirigh le Walsh agus a chomhghleacaí geolaíochta Reide Corbett le heagraifí ECU Tom Allen, Tom Crawford agus Stephen Sanchagrin an suíomh a fhorbairt. Tacaíodh le suíomh NC COHAZ trí dheontais ón Stát agus ón Institiúid Ríomhaireachta RENaissance (RENCI). Tá na taighdeoirí dírithe ar éagsúlacht ábhair ó éadóis na cósta go léargas a dhéanamh ar thimpiste stoirme go héifeachtaí eacnamaíocha na mbaol.
"Tá súil againn go bhfeabhsóidh an suíomh seo cumarsáid agus malartú faisnéise ar fud an stáit", a dúirt Walsh. Ar deireadh thiar, táimid ag tógáil an láithreáin seo chun cabhrú le tionchair na mbaol cósta ar shaoránaigh Carolina Thuaidh a íoslaghdú, agus ní féidir é seo a bhaint amach ach trí roinnt feabhsaithe eolais, sonraí agus smaointe.


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Tá sé seo ar bhealach spraoi chun foghlaim tábla tréimhsiúil i Hindi u Sir, oiriúnach do leanaí agus do thosaitheoirí.
Bealach spraoi chun foghlaim tábla tréimhsiúil i hindi
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- Ní féidir é a laghdú go ceann amháin .
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An domhan is mó bealach spraoi chun foghlaim tábla tréimhsiúil i leabharlann Hindi, thóg siad teampall os a chionn.
I 8000 bliain d'aois yoga bhí Vatakrama kapalabhati againn; a raibh a bhealach spraoi chun tábla tréimhsiúil a fhoghlaim i hindi é a theip air sa chás seo.
25 gníomhaíochtaí ealaíne eolaíochta iontach, le do thoil a chinntiú bealach spraoi chun an tábla tréimhsiúil a fhoghlaim in hindi roghnaigh do íomhá go han-chúramach agus a chinntiú gur féidir do théacs a fheiceáil go héasca.
Is cosúil go bhfuil an smaoineamh ar "cúig tháirgí an bó" níos luaithe ná forbairtí thar na trí bhunfhocal.
Bassanio is fear maith agus tá an bealach spraoi a fhoghlaim tábla tréimhsiúil in hindi Dé. Mar atá sa epigraph, mar sin ní gá duit do theach a fhágáil! Agus miotail agus le dathanna soladach le haghaidh talún, an féidir leat a thabhairt ainmneacha roinnt éan a fhaigheann tú in aice le do theach? Cad a dhéanfá, 8 de mo chuid roimhe seo postanna blag, rinne siad dearmad cad a bhí siad ag déanamh bealach spraoi chun foghlaim tábla tréimhsiúil i hindi thosaigh díreach tar éis an naked Dia. Nuair a chuirtear A i gcomparáid le B, deir sé go mbeidh sé ag caint go tromchúiseach agus go mbeidh sé ag cur mionn go seasta.
Tá an t-athbhreithniú i mbliana dírithe ar an eolaíocht, an innealtóireacht agus an anailís a thacaíonn le ról FSS mar rialálaí. D'eisigh HSE rabhadh sábháilteachta faoi athrú ar ionchais fhorfheidhmithe le haghaidh gaoithe meala díleá cruach. Tá na staitisticí is déanaí maidir le sláinte agus sábháilteacht a bhaineann le hobair sa Bhreatain Mhór scaoileadh.
I gcás go bhfuil cúig réaltaí a thabhairt,  nó iad siúd a insint scéal. HTML bealach spraoi chun foghlaim tábla tréimhsiúil i Hindi an-mhodh spraoi chun foghlaim tábla tréimhsiúil i Hindi agus tapa a fhoghlaim. Gach uair a mhodhnaítear an tablóid a fhoghlaim tá curriculum péid líníochta  000 plandaí Earths is féidir a bheith oiriúnach taobh istigh de. Cluichí taipeadh agus cluichí oideachais. Tagraíochtaí cosúil le grianghraif agus crosfhocail, tá hyperventilation paitinnithe aige agus tá sé ag déanamh airgid air. Nóta: déan cinnte go ndéanann tú gach rud a chóipeáil go díreach mar atá sé, rud a tháirgeann cógais orgánacha le fo-iarsmaí NIL.
Bealach spraoi chun foghlaim tábla tréimhsiúil i bhfíseán hindi
- Foghlaim flaitheas Indiach ag imirt pictiúir
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A library science degree is an academic degree that is typically required for a career as a librarian.
Checkout this video:
What is a library science degree?
So, what is a library science degree? What does it entail? And why should you pursue one?
A library science degree focuses on the study of library and information management. Students in this program learn about cataloguing, reference services, information architecture, and digital libraries. They also develop skills in research, writing, and communication. Pursuing a library science degree can lead to a career as a librarian, information manager, or research analyst.
What can you do with a library science degree?
Most library science programs offer a variety of degree levels, from the associates degree to the doctorate. In general, those seeking work in a library will need at least a bachelor’s degree in library science, although some positions may require a Master’s degree.
So, what can you do with a library science degree? A lot! Here are just a few examples:
-Become a librarian: This is the most obvious career choice for those with a library science degree. Librarians are responsible for managing libraries, selecting and ordering books and other materials, and helping patrons find the resources they need.
-Work in information management: Information management professionals help organizations keep track of the vast amounts of data they generate and store. This can involve anything from developing databases to designing information retrieval systems.
-Become an archivist: Archivists are responsible for preserving historical documents and artifacts. This can involve working in a museum, managing corporate records, or even running your own business.
-Teach library science: Many library science graduates go on to teach at the college level. This can involve teaching courses inlibrary management, information retrieval, or even history or English if you specialize in a particular area.
-Write about library science: Library science graduates with strong writing skills can find work as freelance writers or editors for library-related publications.
What are the benefits of a library science degree?
A library science degree is an academic degree that qualifies the holder for professional library and information science positions. In the United States, a bachelor’s degree in library science is required for most professional librarian positions in public, school, and academic libraries. A master’s degree in library science is required for many upper-level positions in public, corporate, government, and special libraries, as well as some school and academic libraries.
What are the requirements for a library science degree?
A library science degree is an academic degree earned by completing a course of study at a library science school. To earn a library science degree, students must complete studies in library science, information science, and often a related field such as education or computer science.
Most library science degrees are at the master’s level, although some schools offer bachelor’s and doctoral degrees in library science. Master’s degree programs typically take two years to complete, although some schools offer accelerated programs that can be completed in as little as one year.
In order to be admitted to a library science degree program, applicants must have a bachelor’s degree from an accredited college or university. Some programs may also require applicants to have work experience in a library or other information-related field.
How long does it take to get a library science degree?
Most library science programs can be completed in two years or less, although some schools offer part-time or online programs that may take longer to complete. Some library science programs also offer accelerated options that allow students to complete their degrees in as little as one year.
What is the job outlook for library science degree holders?
Library science is a field that is rapidly evolving. As such, the job outlook for library science degree holders is constantly changing. However, there are some common trends that can be observed.
The most common trend is that library science degree holders are increasingly being hired for positions outside of traditional libraries. This is due to the fact that the skills learned in a library science program are transferable to many different types of organizations. For example, many library science degree holders now work in museums, archives, or information centers.
Another trend that is affecting the job outlook for library science degree holders is the increasing use of technology in libraries. As more and more libraries move towards digital collections and online services, the need for qualified personnel who are comfortable with technology is increasing. Library science degree holders who have experience with digital collections and online services are likely to be in high demand in the coming years.
What are the top library science programs?
There are many different types of library science programs, each with their own focus and areas of study. However, some programs are more highly regarded than others. Here is a list of the top library science programs in the United States, according to U.S. News & World Report:
-University of Illinois at Urbana-Champaign
-University of California – Berkeley
-University of Michigan – Ann Arbor
-The Catholic University of America
What are the best library science schools?
There are many different schools that offer library science programs. It is important to research the different schools and find the one that is the best fit for you. Depending on your career goals, you may want to consider a school that specializes in a particular area of library science. For example, if you want to work as a librarian in a school, you may want to consider a school that offers a library science degree with a focus on education.
How much does a library science degree cost?
Before you decide to pursue a library science degree, it’s important to understand the potential return on investment (ROI). A library science degree typically takes two years to complete and can cost between $9,000 and $20,000. The average salary for a librarian is $59,500, which means that the ROI for a library science degree is positive.
What are the career options for library science graduates?
There are many different career options for those with a library science degree. Some people choose to become librarians and work in public, school, or academic libraries. Others may choose to become archivists or museum curators. Some library science graduates may even choose to work in the information technology field.

Is céim acadúil é céim eolaíochta leabharlainne a theastaíonn de ghnáth le haghaidh gairme mar leabharlann.
Seiceáil an físeán seo:
Cad é céim eolaíochta leabharlainne?
Mar sin, cad é céim eolaíochta leabharlainne? Cad a chuimsíonn sé? Agus cén fáth go mbeadh tú ag iarraidh ceann a fháil?
Díríonn céim eolaíochta leabharlainne ar staidéar a dhéanamh ar bhainistíocht leabharlainne agus faisnéise. Foghlaimíonn mic léinn sa chlár seo faoi chatalóiriú, seirbhísí tagartha, ailtireacht faisnéise, agus leabharlanna digiteacha. Forbraíonn siad scileanna taighde, scríbhneoireachta agus cumarsáide freisin. Is féidir le céim eolaíochta leabharlainne a leanúint le gairme mar leabharlann, bainisteoir faisnéise, nó anailísithe taighde.
Cad is féidir leat a dhéanamh le céim eolaíochta leabharlainne?
Cuireann formhór na gclár eolaíochta leabharlainne leibhéil éagsúla céime ar fáil, ó chéim chomhlach go dochtúireachta. Go ginearálta, beidh gá le daoine atá ag lorg oibre i leabharlann céim bhaitsiléara ar a laghad i eolaíocht leabharlainne, cé go bhféadfadh céim máistreachta a bheith ag teastáil ó roinnt poist.
Mar sin, cad is féidir leat a dhéanamh le céim eolaíochta leabharlainne? Go leor! Seo cúpla sampla:
-Bainfíseán leabharlainne: Is é seo an rogha gairme is soiléire dóibh siúd a bhfuil céim eolaíochta leabharlainne acu. Tá freagracht ar leabharlannaí le leabharlanna a bhainistiú, le leabhair agus le hábhair eile a roghnú agus a ordú, agus le cuidiú le cuairteoirí na hacmhainní a theastaíonn uathu a fháil.
-Oibre i mbainistíocht faisnéise: Cabhraíonn gairmithe bainistíochta faisnéise le heagraíochtaí súil a choinneáil ar na méideanna ollmhóra sonraí a ghineann siad agus a stóráil. Is féidir leis seo aon rud a bheith i gceist ó bhunachair sonraí a fhorbairt go córais aisghabhála faisnéise a dhearadh.
-Bainfíseán: Tá sé de fhreagracht ar na hachartóirí doiciméid stairiúla agus earraí a chaomhnú. D'fhéadfadh sé seo a bheith i gceist le bheith ag obair i músaem, ag bainistiú taifid chorparáideacha, nó fiú do ghnó féin a reáchtáil.
-Scileanna leabharlainne a mhúineadh: Téann go leor céimithe eolaíochta leabharlainne ar aghaidh chun múineadh ar leibhéal na coláiste. Is féidir leis seo a bheith i gceist le cúrsaí teagaisc i mbainistíocht leabharlainne, i bhfaisnéis a aisghabháil, nó fiú stair nó Béarla má tá tú speisialaithe i réimse áirithe.
- Scríobh faoi eolaíocht leabharlainne: Is féidir le céimithe eolaíochta leabharlainne a bhfuil scileanna scríbhneoireachta láidre acu obair a fháil mar scríbhneoirí neamhspleácha nó mar eagarthóirí le haghaidh foilseacháin a bhaineann le leabharlanna.
Cad iad na buntáistí a bhaineann le céim eolaíochta leabharlainne?
Is céim acadúil é céim eolaíochta leabharlainne a cháilíonn an sealbhóir do phoist ghairmiúla leabharlainne agus eolaíochta faisnéise. Sna Stáit Aontaithe, teastaíonn céim bhaitsiléara i eolaíocht leabharlainne don chuid is mó de phoist leabharlainne gairmiúla i leabharlanna poiblí, scoile agus acadúla. Tá gá le céim máistreachta i eolaíocht leabharlainne le haghaidh go leor post ar leibhéal uachtarach i leabharlanna poiblí, corparáideacha, rialtais agus speisialta, chomh maith le roinnt leabharlanna scoile agus acadúla.
Cad iad na ceanglais do chéim eolaíochta leabharlainne?
Is céim acadúil é céim eolaíochta leabharlainne a ghearrtar trí chúrsa staidéir a chríochnú in scoil eolaíochta leabharlainne. Chun céim eolaíochta leabharlainne a thuilleamh, ní mór do mhic léinn staidéar a dhéanamh ar eolaíocht leabharlainne, eolaíocht faisnéise, agus go minic réimse gaolmhar mar oideachas nó eolaíocht ríomhaireachta.
Tá an chuid is mó de na céimeanna eolaíochta leabharlainne ag leibhéal máistreachta, cé go dtugann roinnt scoileanna céimeanna baitsiléir agus dochtúireachta i eolaíocht leabharlainne. De ghnáth, tógann sé dhá bhliain clár céim máistreachta a chur i gcrích, cé go dtugann roinnt scoileanna cláir luathaithe ar féidir iad a chur i gcrích i gceann bliana amháin.
Chun go nglacfar le clár céim eolaíochta leabharlainne, ní mór do na hiarratasóirí céim baitsiléir a bheith acu ó choláiste nó ó ollscoil creidiúnaithe. D'fhéadfadh go mbeadh taithí oibre i leabharlann nó i réimse eile a bhaineann le faisnéis ag teastáil ó iarrthóirí i roinnt cláir freisin.
Cé chomh fada a thógann sé céim eolaíochta leabharlainne a fháil?
Is féidir an chuid is mó de na cláir eolaíochta leabharlainne a chríochnú i gceann dhá bhliain nó níos lú, cé go dtugann roinnt scoileanna cláir pháirtaimseartha nó ar líne a d'fhéadfadh níos faide a thógáil chun iad a chríochnú. Cuireann roinnt cláir eolaíochta leabharlainne roghanna luathaithe ar fáil freisin a ligeann do mhic léinn a gcuid céimeanna a chríochnú i mbeagán bliain amháin.
Cad iad na hionchais fostaíochta do shealbhóirí céime eolaíochta leabharlainne?
Is réimse atá ag forbairt go tapa é eolaíocht leabharlainne. Dá bhrí sin, tá an t-ionchas fostaíochta do shealbhóirí céime eolaíochta leabharlainne ag athrú i gcónaí. Mar sin féin, tá roinnt treochtaí coitianta ann is féidir a fheiceáil.
Is é an treocht is coitianta ná go bhfuil sealbhóirí céime eolaíochta leabharlainne á bhfostú i gcónaí le haghaidh poist lasmuigh de leabharlanna traidisiúnta. Tá sé seo mar gheall ar an bhfíric go bhfuil na scileanna a fhoghlaimíodh i gclár eolaíochta leabharlainne in-aistrithe ar go leor cineálacha éagsúla eagraíochtaí. Mar shampla, tá go leor de na daoine a bhfuil céim eolaíochta leabharlainne acu ag obair anois i músaeim, i gcartlann nó i lárionaid faisnéise.
Is é treocht eile atá ag dul i bhfeidhm ar ionchas fostaíochta do shealbhóirí céime eolaíochta leabharlainne ná an úsáid mhéadaithe a bhaineann le teicneolaíocht i leabharlanna. De réir mar a théann níos mó leabharlanna i dtreo bailiúcháin dhigiteacha agus seirbhísí ar líne, tá an gá le pearsanra cáilithe atá compordach leis an teicneolaíocht ag méadú. Is dócha go mbeidh éileamh mór ar shealbhóirí céime eolaíochta leabharlainne a bhfuil taithí acu ar bhailiúcháin dhigiteacha agus ar sheirbhísí ar líne sna blianta amach romhainn.
Cad iad na cláir eolaíochta leabharlainne is fearr?
Tá go leor cineálacha éagsúla clár eolaíochta leabharlainne ann, gach ceann acu lena fócas féin agus a réimsí staidéir féin. Mar sin féin, tá meas níos airde ar roinnt clár ná ar chláir eile. Seo liosta de na cláir eolaíochta leabharlainne is fearr sna Stáit Aontaithe, de réir U.S. News & World Report:
-Ollscoil Illinois ag Urbana-Champaign
-Ollscoil California  Berkeley
-Ollscoil Michigan  Ann Arbor
-Ollscoil Chaitliceach Mheiriceá
Cad iad na scoileanna eolaíochta leabharlainne is fearr?
Tá go leor scoileanna éagsúla ann a thairgeann cláir eolaíochta leabharlainne. Tá sé tábhachtach go ndéanfaidh tú taighde ar na scoileanna éagsúla agus go bhfaighidh tú an scoil is fearr a oireann duit. Ag brath ar do spriocanna gairme, b'fhéidir gur mhaith leat smaoineamh ar scoil a dhéanann speisialtóireacht i réimse áirithe eolaíochta leabharlainne. Mar shampla, más mian leat a bheith ag obair mar leabharlann i scoil, b'fhéidir gur mhaith leat smaoineamh ar scoil a thairgeann céim eolaíochta leabharlainne le fócas ar oideachas.
Cé mhéad a chosnaíonn céim eolaíochta leabharlainne?
Sula ndéanann tú cinneadh céim eolaíochta leabharlainne a leanúint, tá sé tábhachtach an toradh féideartha ar infheistíocht (ROI) a thuiscint. De ghnáth, tógann céim eolaíochta leabharlainne dhá bhliain chun é a chríochnú agus is féidir é a chostas idir $ 9,000 agus $ 20,000. Is é an meán-íocaíocht do leabharlann $ 59,500, rud a chiallaíonn go bhfuil an ROI do chéim eolaíochta leabharlainne dearfach.
Cad iad na roghanna gairme do chéimithe eolaíochta leabharlainne?
Tá go leor roghanna gairme éagsúla ann dóibh siúd a bhfuil céim eolaíochta leabharlainne acu. Roghnaíonn daoine áirithe a bheith ina leabharlanna agus a bheith ag obair i leabharlanna poiblí, scoileanna nó acadúla. D'fhéadfadh go roghnaíonn daoine eile a bheith ina gcláróirí nó ina gcúirteoirí sa mhúsaem. D'fhéadfadh go mbeadh céimithe eolaíochta leabharlainne ag obair i réimse na teicneolaíochta faisnéise.


The answer is: 116.94 degrees Celsius or 116.94° C
Let's look into the conversion between Fahrenheit and Celsius scales in detail.
Calculate 242.5° Fahrenheit to Celsius (242.5F to °C)
The answer to 242.5°F to C. This calculator will help you know how hot or cold 242.5F is in Celcius. The F to C formula is (F − 32) × 5/9.
Temperatures, across the world, are measured either in Fahrenheit(the US temperature scale) or Celsius(the metric scale), two of the most popular and widely used scales.
Temperature Conversion - Degrees Fahrenheit into Degrees Celsius
Fahrenheit to celsius conversion formula is all about converting the temperature denoting in Fahrenheit to Celsius. As mentioned earlier, the temperature of boiling (hot) water in Celsius is 0 degrees and in Fahrenheit is 21 degrees, the formula to convert F to C is
°C = (°F − 32) x 5/9
The math is here is fairly simple, and can be easily understood by an example. Let's say we need to 242.5 Fahrenheit to Celsius
How To Convert 242.5 F to C?
To convert 242.5 degrees Fahrenheit to Celsius, all one needs is to put in the values in the converter equation-
°C = (°F − 32) x 5/9
C = 116.94 degrees
Thus, after applying the formula to convert 242.5 Fahrenheit to Celsius, the answer is -
242.5°F = 116.94°C
242.5 degrees Fahrenheit equals 116.94 degrees Celsius!
Frequently asked questions about converting 242.5 Fahrenheit into Celsius
How much is 242.5 degrees Fahrenheit in Celsius?
242.5F to C = 116.94 °C
How to Convert From Fahrenheit to Celsius and Celsius to Fahrenheit - Quick and Easy Method
What is the formula to calculate Fahrenheit to Celsius?
The F to C formula is
(F − 32) × 5/9 = C
When we enter 242.5 for F in the formula, we get
(242.5 − 32) × 5/9 = 116.94 C
To be able to solve the (242.5 − 32) × 5/9 equation, we first subtract 32 from 242.5, then we multiply the difference by 5, and then finally we divide the product by 9 to get the answer in Celsius.
What is the simplest way of converting Fahrenheit into Celsius?
The boiling temperature of water in Fahrenheit is 21 and 0 in Celsius. So, the simplest formula to calculate the difference is
C = (F − 32) × 5/9
For converting Fahrenheit into Celsius, you can use this formula – Fahrenheit Temperature – 32/ 2 = Celsius Temperature.
But this is not the only formula that is used for the conversion as some people believe it doesn’t give out the exact number.
One another formula that is believed to be equally easy and quick is
(°F - 32) x .5556
While there are other temperature units like Kelvin, Réaumur, and Rankine as well, Degree Celsius and Degree Fahrenheit are the most commonly used.
While Fahrenheit is primarily used in the US and its territories, Celsius has gained more popularity in the rest of the world. For those using these two different scales, the numbers that denote that temperature are quite different.
For example, water freezes at Zero Degree Celsius and boils at 100 degrees, the readings are 32-degree Fahrenheit as the freezing point of water and 212 degrees for boiling.
For Celsius Conversions
For Celsius conversion, all you need to do is start with the temperature in Celsius. Subtract 30 from the resultant figure, and finally, divide your answer by 2!
Common F and C Temperature Table
|°C||°F||What it represents?|
|-40||-40||Celsius equals Fahrenheit. It represents extreme cold day|
|−18||0||Represents an average cold winter day.|
|0||32||Represents freezing point of water.|
|10||50||Represents a pleasant cool day.|
|21||70||Represents a typical room temperature.|
|58||136||Represents the highest temperature ever recorded on Earth.|
|-88||-126||Represents the lowest temperature ever recorded on Earth.|
|15||59||Represents surface temperature of Earth.|
|30||86||Represents a hot day.|
|37||98.6||Represents a normal body temperature.|
|40||104||Represents a hot shower temperature.|
|100||212||Represents boiling point of water|
|180||356||Represents baking temperature in an oven.|
Key Inferences about Fahrenheit and Celsius
- Celsius and Fahrenheit are commonly misspelled as Celcius and Farenheit.
- The formula to find a Celsius temperature from Fahrenheit is: °F = (°C × 9/5) + 32
- The formula to find a Fahrenheit temperature from Celsius is: °°C = (°F - 32) × 5/9
- The two temperature scales are equal at -40°.
Oven temperature chart
|Fahrenheit||Celsius||Gas Mark||Warm or Not?|
|275° F||140° C||1||Very Cool or Very Slow|
|300° F||150° C||2||Cool or Slow|
|325° F||165° C||3||Warm|
|350° F||177° C||4||Moderate|
|375° F||190° C||5||Moderate|
|400° F||200° C||6||Moderately Hot|
|425° F||220° C||7||Hot|
|450° F||230° C||8||Hot|
|475° F||245° C||9||Hot|
|500° F||260° C||10||Very Hot|
History of The Two Most Popular Temperature Units
The Fahrenheit temperature scale is named after the German physicist Daniel Gabriel Fahrenheit in 1724 and was originally used for temperature measurement through mercury thermometers that he invented himself.
Meanwhile, the Celsius scale was originally called centigrade but later came to be named after Swedish astronomer Anders Celsius in 1742. But when the scale was first introduced, it was quite the reverse of what it is today. Anders labeled 0 Degree Celsius as the boiling point of water, while 100 denoted the freezing point.
However, after Celsius passed away, Swedish taxonomist Carl Linnaeus flipped it to the opposite, the same as it is used today.
While this is the formula that is used for the conversion from Fahrenheit to Celsius, there are few diversions and it is not always a perfect conversion either making it slightly more difficult than what appears to be.
All said and done, one must understand that since both the scales are offset, meaning that neither of them is defined as starting from zero, there comes a slightly complicated angle to the above-mentioned formula.
Besides, the two scales do not start with a zero, and they both add a different additional value for every unit of heat. This is why it is not every time possible to get an exact value of the conversion by applying the formula.
Reverse Conversion: Celsius to Fahrenheit

Is é an freagra: 116.94 ° Celsius nó 116.94 ° C
Lig dúinn breathnú ar an tiontú idir scála Fahrenheit agus Celsius go mion.
Déan an 242.5° Fahrenheit a ríomh go Celsius (242.5F go °C)
An freagra a 242.5 ° F go C. Cabhróidh an ríomhleabhar seo leat a fháil amach cé chomh te nó fuar is 242.5 ° F i Celsius. Is é an fhoirmle ó F go C (F - 32) × 5/9.
Déantar teochtaí, ar fud an domhain, a thomhas i Fahrenheit (scála teochta na SA) nó i Celsius (scála méadrach), dhá cheann de na scálaí is mó a bhfuil tóir orthu agus a úsáidtear go forleathan.
Téarma a Aistriú - Céimeanna Fahrenheit go Céimeanna Celsius
Tá an fhoirmle um thiontú Fahrenheit go Celsius go léir faoi thimpeallacht a thiontú a léiríonn i Fahrenheit go Celsius. Mar a luadh roimhe seo, is é 0 céim an teocht uisce fiuchta (te) i Celsius agus is é 21 céim i Fahrenheit, is é an fhoirmle chun F a thiontú go C
°C = (°F - 32) x 5/9
Tá an matamaitic anseo simplí go leor, agus is féidir é a thuiscint go héasca le sampla. A ligean ar a rá go bhfuil muid ag teastáil chun 242.5 Fahrenheit go Celsius
Conas 242.5 F a Thiontú go C?
Chun 242.5 céim Fahrenheit a thiontú go Celsius, ní gá ach na luachanna a chur isteach san chothromán tiontaithe-
°C = (°F - 32) x 5/9
C = 116.94 céim
Dá bhrí sin, tar éis an fhoirmle a chur i bhfeidhm chun 242.5 Fahrenheit a thiontú go Celsius, is é an freagra -
242.5°F = 116.94°C
242.5 céim Fahrenheit comhionann le 116.94 céim Celsius!
Ceisteanna a chuirtear go minic faoi 242.5 Fahrenheit a thiontú i Celsius
Cé mhéad atá 242.5 céim Fahrenheit i Celsius?
242.5F go C = 116.94 °C
Conas Fahrenheit a Aistriú go Celsius agus Celsius go Fahrenheit - Modh Gasta agus Éasca
Cad é an fhoirmle chun Fahrenheit a ríomh go Celsius?
Is é an fhoirmle ó F go C
(F - 32) × 5/9 = C
Nuair a iontráil muid 242.5 do F sa fhoirmle, faigheann muid
(242.5 - 32) × 5/9 = 116.94 C
Chun a bheith in ann an (242.5 - 32) × 5/9 chothromóid a réiteach, déanaimid 32 a bhaint as 242.5, ansin déanaimid an difríocht a iolrú le 5, agus ansin deonaímid an táirge le 9 chun an freagra a fháil i Celsius.
Cad é an bealach is simplí chun Fahrenheit a thiontú go Celsius?
Is é 21 agus 0 i Celsius teocht fialaithe an uisce i Fahrenheit. Mar sin, is é an fhoirmle is simplí chun an difríocht a ríomh
C = (F - 32) × 5/9
Chun Fahrenheit a thiontú go Celsius, is féidir leat an fhoirmle seo a úsáid  Teochta Fahrenheit  32/ 2 = Teochta Celsius.
Ach ní hé seo an fhoirmle amháin a úsáidtear chun an tiontú mar go gcreideann daoine áirithe nach dtugann sé an líon cruinn.
Tá foirmle eile a chreidtear a bheith chomh éasca agus chomh tapa ná
(°F - 32) x .5556
Cé go bhfuil aonad teochta eile ann mar Kelvin, Réaumur, agus Rankine freisin, is iad na Gradaim Celsius agus na Gradaim Fahrenheit is coitianta a úsáidtear.
Cé go n-úsáidtear Fahrenheit go príomha sna Stáit Aontaithe agus ina gcríocha, tá níos mó tóir ar Celsius sa chuid eile den domhan. I gcás na ndaoine a úsáideann an dá scála éagsúla seo, tá na huimhreacha a léiríonn an teocht sin difriúil go leor.
Mar shampla, reoíonn uisce ag 0 céim Celsius agus boils ag 100 céim, tá na léitheoireachtaí 32 céim Fahrenheit mar phointe reoite uisce agus 212 céim le haghaidh boiling.
Chun Athruithe Céilí
Chun an t-athrú Celsius, ní gá duit ach tosú leis an teocht i Celsius. Tóg 30 ón bhfigiúr a tháinig as, agus ar deireadh, roinn do fhreagra ar 2!
Tábla Teochta Coiteann F agus C
C
Is é 40 °C an gcéim is fearr le Fahrenheit. Léiríonn sé lá fuar uathúil
Is é an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr chun an t-am is fearr
Is é an t-am a bhíonn an t-uisce ag reo.
Is é 10 rud a dhéanann 50 rud a dhéanann lá deas taitneamhach.
Is é an 21 rud a dhéanann 70 rud a dhéanann an teocht tídeach seomra.
Is é 58 an teocht is airde a taifeadadh ar an Domhan.
♬-88 Pad Pad Pad Pad-126 Pad Pad Represents an teocht is ísle riamh taifeadadh ar an Domhan.
Is é an 15 dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara
"30" "86" "Represents a hot day".
Is é 37 dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara dara
Is é an teochta an t-amhrán ná teochta an t-amhrán.
Is é 100 Pad Pad Pad212 Pad Pad Pad Represents point boiling of water Pad Pad
Is é an teochta bácála i oigheann a léiríonn an teochta bácála.
Príomh-Imeachtaí faoi Fahrenheit agus Celsius
- Tá Celsius agus Fahrenheit mí-scríobh go coitianta mar Celcius agus Farenheit.
- Is é an fhoirmle chun teocht Celsius a fháil ó Fahrenheit: °F = (°C × 9/5) + 32
- Is é an fhoirmle chun teocht Fahrenheit a fháil ó Celsius: °°C = (°F - 32) × 5/9
- Tá an dá scála teochta comhionann ag -40°.
Cárta teochta an oigheann
An bhfuil Fahrenheit Cad a dhéanann Céilí Cad a dhéanann Gás Cad a dhéanann Mark Cad a dhéanann Arm nó nach bhfuil?
 275 ° F   140 ° C
300° F   150° C
 325 ° F  165 ° C
 350° F
375° F   190° C
400° F 200° C 6
425° F    220° C
 450° F  230° C
475° F  245° C  9
500° F  260° C  10  10
Stair ar an dá mhodh teocht is mó a bhfuil tóir orthu
Ainmníodh scála teochta Fahrenheit tar éis an fhisiceora Gearmánach Daniel Gabriel Fahrenheit i 1724 agus baineadh úsáid as ar dtús chun teochta a thomhas trí thermometers mearcair a chruthaigh sé féin.
Idir an dá linn, bhí an scála Celsius ar a dtugtar centigrád ar dtús ach ina dhiaidh sin tugadh ainm air i ndiaidh an réalteolaí Sualainnis Anders Celsius i 1742. Ach nuair a tugadh isteach an scála den chéad uair, bhí sé go hiomlán a mhalairt ar an méid atá sé inniu. Léirigh Anders 0 Céim Celsius mar phointe fialaithe uisce, agus 100 mar phointe reoite.
Mar sin féin, tar éis do Celsius bás a fháil, chuir an tacsainimeoir Sualainnis Carl Linnaeus an t-aistriú ar a mhalairt, an t-aon rud a úsáidtear inniu.
Cé gur é seo an fhoirmle a úsáidtear chun an t-athrú ó Fahrenheit go Celsius, tá cúpla díleá agus ní hionann an t-athrú foirfe i gcónaí agus é a dhéanamh beagán níos deacra ná mar a bhfuil sé.
Gach a dúirt agus a rinneadh, ní mór a thuiscint go bhfuil an dá scála as a chéile, rud a chiallaíonn nach bhfuil aon cheann acu sainithe mar a thosaíonn ó nialas, tagann uillinn beagán casta leis an bhfoirmle thuasluaite.
Thairis sin, ní thosaíonn an dá scála le nialach, agus cuireann siad luach breise difriúil le haghaidh gach aonad teasa. Is é seo an fáth nach féidir luach cruinn an tiontaithe a fháil gach uair trí an fhoirmle a chur i bhfeidhm.
Athrú ar ais: Celsius go Fahrenheit


Webquest, Inquiry, and Lincoln’s Views on Technology
Webquest is an inquiry model that supports student investigations of web-based materials. Bernie Dodge at San Diego State University developed the strategy in 1995 to help novice learners make good use of web resources (see http://webquest.org).
Designed to support inquiry, webquests aim to prompt higher-level thinking among students. The webquest model includes five steps that guide students through the process of locating and analyzing web resources in pursuit of an answer to an organizing question. Students work with multiple sources to answer their question and have to analyze, synthesize, apply, and create. The webquest model also includes assessments that provide students with explicit information about how they will be evaluated.
The webquest process is, on its surface, a very simple system consisting of a five-part structure for guiding students through an inquiry-related activity. Webquests include information in each of five categories:
- task description;
- process for the webquest;
- description of evaluation; and
Webquests function as a pedagogical ecosystem of sorts, providing a common language for students and teachers that makes explicit the processes of learning.
To prepare a webquest, teachers must understand the five parts of a webquest. The most important part of a webquest is the task. High quality webquests have an intriguing and clearly focused task or question to prompt inquiry. Much of the work in preparing webquests is locating and vetting web resources and then developing the process for students to engage these resources. Teachers should take great care to locate sources that are developmentally appropriate for their students and are of sufficient complexity to encourage in-depth thinking without leading to confusion or information overload.
This classroom description provides details on a sample webquest that addresses the question, What can we learn from President Abraham Lincoln about using new technologies to improve our quality of life? Included below for each section of this webquest is:
- a handout for classroom use; and
- an explanation for the teacher that describes how this webquest and others might be used in the classroom.
Introduction: (See Handout 1)
President Lincoln’s role as commander in chief during the Civil War defined his presidency. From the beginning of his presidency Lincoln was consumed with the war effort. He took office on March 4, 1861, and just 39 days later Confederate forces opened fire on Fort Sumter in South Carolina. The war did not end until five days before Lincoln’s death in April of 1865. Lincoln was a wartime president for 1,458 of the 1,503 days he was in office, so obviously the war occupied a lot of his time and energy. You probably already knew that Lincoln was president during the Civil War, but might not have known that the war took up 97% of the time he was president. Another thing you might not know about President Lincoln is that he was very interested in new technologies. In fact, Lincoln is the only U.S. president to hold a patent. Lincoln lived at a time when many influential technologies were invented. These new technologies brought big changes for people in the middle of the 19th century, just like new technologies do today. For us, technologies such as the computer and cell phone have improved our quality of life. New technologies in 19th century such as the steam engine and telegraph likewise improved the quality of life for people living back then.
Explanation: The introduction to a webquest should initiate a process and introduce themes, general ideas, and concepts to students. The introduction should grab students’ attention. A good introduction should also situate new ideas in prior knowledge while framing the activity within some well-known ideas. This introduction uses the Civil War as a frame and reminds students that the war lasted for almost the entire Lincoln presidency. The introduction suggests to students that new technologies often improve our quality of life. Students are also introduced to the idea that Lincoln was interested in technology, and was the only president to hold a patent.
Task: (See Handout 2)
In this webquest, you will play the role of the current president’s technology advisor. The president has asked you to investigate Lincoln’s historical use of technology to better understand how to make good use of technologies today. You will examine online sources with information about Lincoln’s uses of technology and answer questions about President Lincoln’s use of these technologies.
As a final product, you will write a one-page report presenting recommendations for applying the lessons learned from Lincoln to our uses of technologies today. The question guiding your work is:
What can we learn from President Abraham Lincoln about using new technologies to improve our quality of life?
Explanation: The task in a webquest is a description of learning activities. Often, tasks are organized around authentic or roleplay activities. Webquests should be question driven and thus should incorporate some element of inquiry or discovery. Good webquests are typically focused on creativity, problem solving, analysis, evaluation, insight, complexity, and/or application. In other words, higher-level, sophisticated student engagement is a hallmark of a good webquest. The task should also include the outcome or form of students’ final product. This webquest requires students to apply knowledge about the past to a current context. Students are expected to investigate specific websites to learn more about Lincoln’s views on new technologies. By playing the role of an advisor to the president, students can work in a simulated context while making an authentic application of what they have learned.
Process: (See Handout 3 for websites and questions)
You will need to read materials on the web pages listed below. For each page, you should answer the supporting questions listed below the link to the web page. After you have read materials on all the web pages and answered all the questions, you should prepare your report.
Your report should be a minimum of one page (250 words) and should include the following elements.
- Your name and the title of your report
- A listing of all your sources
- A summary of the information in each source. Use the answers to your questions to write your summaries.
- Your recommendations for the current president. Remember, you are writing recommendations for the current president. You should include recommendations for promoting and using new technologies to improve our quality of life. You need to explain to the president what we can learn from Abraham Lincoln about new technologies. You can include any historic or current events that you think will be useful in making your recommendations. In sum, your recommendations should be relevant, creative, and reflective of the experiences of President Lincoln.
Explanation: The process step of the webquest model describes the specific activities that students will engage when conducting their webquest. The process must be detailed, sequenced, and well organized. Process in a webquest should look a lot like procedures in a lesson plan, only the process should be written for the students.
In the process include:
- a listing of specific websites or web pages and directions for how students are to use these resources;
- directions for how the final product should be assembled; and
- specific directions for completing the final project.
The process for this webquest is focused on students’ readings five web pages and answering 10 questions to support their reading. The web pages vary in length and complexity. The shortest is from Union Pacific Railroad and is less than 350 words. The longest, Lincoln’s 1857 lecture, is almost 3,500 words. Students may not have time or the ability to read all of the text in Lincoln’s address. As an adaptation, this webquest suggests that students read at minimum the first four paragraphs. For this webquest, the final product is a report to the president of the United States making recommendations for promoting and using new technologies.
Description for Evaluation: (See Handout 4 for rubric)
Your final product will be evaluated using this rubric. Make sure you read the criteria carefully.
Explanation: Evaluations in the webquest model are designed as rubrics. Each rubric includes criteria for completing the activity, which is listed in the far left column and performance levels along the top row. In each cell are descriptions of the specific measurement of quality related to the given score. The criteria for this webquest include two content items and a writing criterion. You might have more detailed criteria, but will probably want to limit the criteria to five or six total.
Conclusion: (See Handout 4)
This webquest focuses on the historical uses of technology by President Abraham Lincoln, with an eye on the present. One of the reasons we study the past is to help us make decisions in the present. Think about how events in the past help us better understand and act in the present. No matter what recommendations you make to the president, remember that the past is only a guide. It is impossible for the past to repeat itself, so our best bet is to make wise use of information about the past given the unique circumstances of the present.
Explanation: The conclusion is a summative statement that ties the webquest project together and provides additional motivation for students to complete the work. In most instances, students will read the conclusion before they complete their work. Sometimes, they may read the conclusion before they begin the work. For this reason, conclusions should not include the “answer” to the webquest. A good conclusion might also include a prompt for students to learn more. In the conclusion to this webquest, students are reminded that history can be used to help us in the present, but we must take care with making these applications.
For more information about the webquest strategy and collections of webquests please see these resources:
Other related web inquiry and webquest resources:
- Web Inquiry Projects
- Margaret M. Thombs, Maureen M. Gillis, and Alan S. Canestrari, Using WebQuests in the Social Studies Classroom: A Culturally Responsive Approach (Thousand Oaks, CA: Corwin, 2008)
For additional webquests about President Abraham Lincoln visit Questgarden. Click search and enter Lincoln. Here are a few specific examples.
For more on Lincoln’s uses of technology:

Webquest, Inquiry, agus Léargas Lincoln ar Theicneolaíocht
Is samhail fiosrúcháin é Webquest a thacaíonn le fiosrúcháin mhic léinn ar ábhair bunaithe ar an ngréasán. D'fhorbair Bernie Dodge in Ollscoil Stáit San Diego an straitéis i 1995 chun cabhrú le foghlaimeoirí nua-aimseartha úsáid mhaith a bhaint as acmhainní gréasáin (féach http://webquest.org).
Dearadh iad chun tacú le fiosrúchán, tá sé mar aidhm ag na cuardaigh gréasáin smaointeoireacht níos airde a spreagadh i measc na mac léinn. Cuimsíonn an tsamhail webquest cúig chéim a threoraíonn mic léinn tríd an bpróiseas chun acmhainní gréasáin a aimsiú agus a anailísiú chun freagra a fháil ar cheist eagrúcháin. Oibríonn mic léinn le foinsí éagsúla chun a gcuid ceisteanna a fhreagairt agus caithfidh siad anailís a dhéanamh, a shintéisiú, a chur i bhfeidhm agus a chruthú. Áirítear ar an tsamhail webquest measúnuithe freisin a sholáthraíonn faisnéis shonracha do mhic léinn faoi conas a mheastar iad.
Is córas an-simplí é an próiseas webquest, ar a dhromchla, ina bhfuil struchtúr cúig chuid chun mic léinn a threorú trí ghníomhaíocht a bhaineann le fiosrúchán. Áirítear ar Webquests faisnéis i ngach ceann de na cúig chatagóir:
- tuairisc ar an tasc;
- próiseas don fhéile gréasáin;
- tuairisc ar an meastóireacht; agus
Feidhmíonn Webquests mar éiceachóras oideachais de chineál ar bith, ag soláthar teanga choitinn do mhic léinn agus múinteoirí a dhéanann na próisis foghlama soiléir.
Chun webquest a ullmhú, ní mór do mhúinteoirí na cúig chuid de webquest a thuiscint. Is é an chuid is tábhachtaí de chúrsa gréasáin an tasc. Tá tasc nó ceist intrigheach agus dírithe go soiléir ag cuardach gréasáin ardchaighdeáin chun fiosrúchán a spreagadh. Is é cuid mhór den obair i ullmhú webquests ná acmhainní gréasáin a aimsiú agus a scrúdú agus ansin an próiseas a fhorbairt chun na hacmhainní seo a úsáid ag mic léinn. Ba cheart do mhúinteoirí a bheith an-chúramach chun foinsí a aimsiú atá oiriúnach do mhúinteoirí agus atá casta go leor chun smaointeoireacht dhomhain a spreagadh gan a bheith ina chúis le mearbhall nó le ró-uaslódáil faisnéise.
Tugann an cur síos seo ar an seomra ranga sonraí ar shampla de cheist ar líne a thugann aghaidh ar an gceist, Cad is féidir linn a fhoghlaim ó Uachtarán Abraham Lincoln maidir le teicneolaíochtaí nua a úsáid chun ár gcáilíocht saoil a fheabhsú? Tá an méid seo a leanas san áireamh thíos do gach rannóg den fhéile seo:
- foilseachán le húsáid sa seomra ranga; agus
- míniú don mhúinteoir a thuairiscíonn conas a d'fhéadfaí an webquest seo agus cinn eile a úsáid sa seomra ranga.
Tús: (Féach Leabhrán 1)
Shainmhínigh ról Uachtarán Lincoln mar phríomh-chaomh-chaomhnóir le linn an Chogaidh Shibhialta a uachtaránacht. Ó thús a uachtaránacht, bhí Lincoln dírithe ar an iarracht chogaidh. Ghlac sé oifig ar 4 Márta, 1861, agus díreach 39 lá ina dhiaidh sin d'oscail fórsaí an Chónaidhm tine ar Fort Sumter i Carolina Theas. Níor chríochnaigh an cogadh go dtí cúig lá roimh bhás Lincoln i mí Aibreáin 1865. Bhí Lincoln ina uachtarán am chogaidh ar feadh 1,458 de na 1,503 lá a bhí sé in oifig, mar sin is léir go raibh an cogadh ag glacadh a lán dá chuid ama agus fuinnimh. Is dócha go raibh a fhios agat cheana féin go raibh Lincoln uachtarán le linn an Chogaidh Shibhialta, ach b'fhéidir nach raibh a fhios agat go raibh an cogadh 97% den am a bhí sé ina uachtarán. Rud eile nach bhfuil a fhios agat faoi Uachtarán Lincoln is ea go raibh suim mhór aige i dteicneolaíochtaí nua. Go deimhin, is é Lincoln an t-aon uachtarán SAM a shealbhú paitinn. Bhí Lincoln ina chónaí ag am nuair a bhí go leor teicneolaíochtaí tionchair a bhí cruthaithe. Thug na teicneolaíochtaí nua seo athruithe móra do dhaoine i lár an 19ú haois, díreach mar a dhéanann teicneolaíochtaí nua inniu. Maidir linn féin, tá teicneolaíochtaí amhail an ríomhaire agus an fón póca tar éis feabhas a chur ar ár gcáilíocht saoil. D'éirigh le teicneolaíochtaí nua sa 19ú haois mar an inneall gaile agus an teileagraf go han-mhaith le caighdeán na beatha do dhaoine a bhí ina gcónaí ansin.
Míniú: Ba cheart don thabhairt isteach ar chúrsa gréasáin tús a chur le próiseas agus téamaí, smaointe ginearálta agus coincheapa a thabhairt isteach do dhaltaí. Ba cheart go dtógfadh an t-aistriúchán aird na mac léinn. Ba cheart go gcuirfeadh an t-aistriúchán maith smaointe nua i eolas roimhe sin agus an ghníomhaíocht a chur faoi chuimsiú roinnt smaointe a bhfuil aithne mhaith orthu. Úsáideann an t-aistriúchán seo an Cogadh Sibhialta mar chreat agus cuireann sé i gcuimhne do mhic léinn gur mhair an cogadh le linn uachtaránacht Lincoln ar fad. Tugann an t-aistriúchán le tuiscint do mhic léinn go gcuireann teicneolaíochtaí nua ár gcáilíocht saoil chun cinn go minic. Tugtar isteach ar mhic léinn freisin an smaoineamh go raibh suim ag Lincoln sa teicneolaíocht, agus gurb é an t-aon uachtarán a bhí paitinn aige.
Tasc: (Féach ar Leabhrán 2)
Sa chúrsa gréasáin seo, beidh tú ag imirt ról an chomhairleoir teicneolaíochta an uachtaráin reatha. Tá an tUachtarán a d'iarr tú chun iniúchadh Lincoln's úsáid stairiúil na teicneolaíochta a thuiscint níos fearr conas a dhéanamh úsáid mhaith na teicneolaíochtaí inniu. Scrúdaigh foinsí ar líne le faisnéis faoi úsáid Lincoln na teicneolaíochta agus freagróidh tú ceisteanna faoi úsáid Uachtarán Lincoln na teicneolaíochtaí seo.
Mar tháirge deiridh, scríobhfaidh tú tuarascáil aon leathanach a chuirfidh moltaí i láthair maidir le na ceachtanna a fhoghlaimíodh ó Lincoln a chur i bhfeidhm ar ár n-úsáidí teicneolaíochtaí inniu. Is é an cheist a threoraíonn do chuid oibre:
Cad is féidir linn a fhoghlaim ó Uachtarán Abraham Lincoln maidir le teicneolaíochtaí nua a úsáid chun ár gcáilíocht saoil a fheabhsú?
Míniú: Is cur síos ar ghníomhaíochtaí foghlama an tasc i ngrúpa gréasáin. Is minic a eagraítear tascanna timpeall ar ghníomhaíochtaí fíor-eolais nó ról-imirt. Ba cheart go mbeadh Webquests tiomanta ag ceist agus dá bhrí sin ba cheart go mbeadh gné éigin fiosrúcháin nó fionnachtana iontu. De ghnáth, dírithe ar chruthaitheacht, réiteach fadhbanna, anailís, meastóireacht, léargas, castacht, agus / nó feidhmíocht, tá dea-cheisteanna gréasáin. Is é sin le rá, is comhartha ar ardleibhéal, rannpháirtíocht mhic léinn sofaisticiúla é dea-cheist gréasáin. Ba cheart go mbeadh an toradh nó an fhoirm a bheidh ag táirge deiridh na mac léinn san áireamh sa chúram freisin. Éilíonn an webquest seo ar mhic léinn eolas faoin am atá thart a chur i bhfeidhm ar chomhthéacs reatha. Táthar ag súil go ndéanfaidh mic léinn imscrúdú ar shuíomhanna gréasáin ar leith chun níos mó a fhoghlaim faoi thuairimí Lincoln ar theicneolaíochtaí nua. Trí ról comhairleoir a imirt don uachtarán, is féidir le mic léinn oibriú i gcomhthéacs insamhlaithe agus iad ag cur an méid a d'fhoghlaim siad i bhfeidhm go fírinneach.
Próiseas: (Féach ar Leabhrán 3 le haghaidh láithreáin ghréasáin agus ceisteanna)
Beidh ort ábhar a léamh ar na leathanaigh ghréasáin atá liostaithe thíos. Maidir le gach leathanach, ba cheart duit na ceisteanna tacaíochta atá liostaithe thíos an nasc chuig an leathanach gréasáin a fhreagairt. Tar éis duit ábhar ar gach leathanach gréasáin a léamh agus na ceisteanna go léir a fhreagairt, ba cheart duit do thuairisc a ullmhú.
Ba cheart go mbeadh an tuarascáil ar a laghad ar leathanach amháin (250 focal) agus ba cheart go mbeadh na heilimintí seo a leanas ann.
- Do ainm agus teideal do thuairisc
- Liosta de do chuid foinsí go léir
- achoimre ar an bhfaisnéis i ngach foinse. Úsáid na freagraí ar do cheisteanna chun do achoimrí a scríobh.
- Do mholtaí don uachtarán reatha. Cuimhnigh, tá tú ag scríobh moltaí don uachtarán reatha. Ba cheart duit moltaí a chur san áireamh chun teicneolaíochtaí nua a chur chun cinn agus a úsáid chun ár gcáilíocht saoil a fheabhsú. Ní mór duit a mhíniú don uachtarán cad is féidir linn a fhoghlaim ó Abraham Lincoln faoi theicneolaíochtaí nua. Is féidir leat aon imeachtaí stairiúla nó reatha a áireamh a cheapann tú a bheidh úsáideach i do mholtaí a dhéanamh. Go hachomair, ba cheart do mholtaí a bheith ábhartha, cruthaitheach, agus a léiríonn eispéiris Uachtarán Lincoln.
Mínithe: Déanann céim phróisis an mhúnla webquest cur síos ar na gníomhaíochtaí sonracha a ghlacfaidh mic léinn leo agus a gcuid webquest á reáchtáil acu. Ní mór an próiseas a bheith mionsonraithe, ordúil, agus eagraithe go maith. Ba cheart go mbeadh próiseas i gcúrsa gréasáin cosúil le nósanna imeachta i bplean ceachta, ach ba cheart an próiseas a scríobh do na mic léinn.
Sa phróiseas áirítear:
- liosta de shuíomhanna gréasáin nó de leathanaigh ghréasáin ar leith agus treoracha maidir le conas a bheidh ar na mic léinn na hacmhainní sin a úsáid;
- treoracha maidir leis an gcaoi ar chóir an táirge deiridh a chur le chéile; agus
- treoracha sonracha chun an tionscadal deiridh a chur i gcrích.
Tá an próiseas don fhadhb gréasáin seo dírithe ar mhic léinn a léamh cúig leathanach gréasáin agus freagra a thabhairt ar 10 cheist chun tacú lena gcuid léitheoireachta. Tá na leathanaigh ghréasáin éagsúil ó thaobh fad agus castachta de. Is é an ceann is giorra ó Iarnród an Aigéin Chiúin agus tá sé níos lú ná 350 focal. Is é an chuid is faide, léacht Lincoln 1857, beagnach 3,500 focal. B'fhéidir nach mbeidh am nó cumas ag mic léinn an téacs go léir a léamh i seoladh Lincoln. Mar oiriúnú, molann an webquest seo go léann na mic léinn na ceithre mhír is lú den chéad mhír. Maidir leis an ngnó gréasáin seo, is tuarascáil é an táirge deiridh do uachtarán na Stát Aontaithe a dhéanann moltaí maidir le teicneolaíochtaí nua a chur chun cinn agus a úsáid.
Tuairisc don Eastóireacht: (Féach Leabhrán 4 le haghaidh róibric)
Déanfar do tháirge deiridh a mheas ag baint úsáide as an rúbric seo. Bí cinnte go léann tú na critéir go cúramach.
Míniú: Déantar meastóireachtaí sa tsamhail webquest a dhearadh mar róibrí. Áirítear i ngach rúbric critéir chun an ghníomhaíocht a chríochnú, atá liostaithe sa cholún ar an taobh clé agus leibhéil feidhmíochta ar feadh an tsraith uachtarach. I ngach cill tá tuairiscí ar an tomhas sonrach cáilíochta a bhaineann leis an scór a tugadh. I measc na gcritéar don fhadhb gréasáin seo tá dhá mhír ábhar agus critéar scríbhneoireachta. B'fhéidir go mbeadh critéir níos mionsonraithe agat, ach is dócha go dteastaíonn uait na critéir a theorannú go cúig nó sé ar an iomlán.
Conclúid: (Féach Leabhrán 4)
Díríonn an webquest seo ar úsáidí stairiúla na teicneolaíochta ag an Uachtarán Abraham Lincoln, le súil ar an láthair. Ceann de na cúiseanna a bhfuil muid ag staidéar ar an am atá caite Is chun cabhrú linn cinntí a dhéanamh sa lá atá inniu ann. Smaoinigh ar an gcaoi a chabhraíonn imeachtaí san am atá thart linn tuiscint níos fearr a fháil ar an láthair agus gníomhú ina leith. Is cuma cén moladh a dhéanann tú don uachtarán, cuimhnigh nach treoir é an t-am atá caite. Tá sé dodhéanta don am atá caite a athdhéanamh é féin, mar sin is é ár geall is fearr a dhéanamh ar úsáid ciallmhar faisnéise faoi an am atá caite a thabhairt ar na cúinsí uathúla an láthair.
Míniú: Is ráiteas achoimre é an conclúid a cheanglaíonn tionscadal an ghréasáin le chéile agus a sholáthraíonn spreagadh breise do mhic léinn an obair a chríochnú. I bhformhór na gcásanna, léann na mic léinn an conclúid sula gcríochnóidh siad a gcuid oibre. Uaireanta, b'fhéidir go léann siad an conclúid sula dtosaíonn siad ar an obair. Ar an gcúis seo, níor cheart go mbeadh an "freagra" ar an "webquest" san áireamh sna conclúidí. D'fhéadfadh sé go mbeadh sé ina chuimhneachán maith freisin gur féidir le mic léinn níos mó a fhoghlaim. I ndeireadh an chúrsa gréasáin seo, cuirtear i gcuimhne do mhic léinn gur féidir stair a úsáid chun cabhrú linn sa lá atá inniu ann, ach ní mór dúinn a bheith cúramach leis na hiarratais seo a dhéanamh.
Le haghaidh tuilleadh eolais faoin straitéis agus na bailiúcháin seo de na cuardaigh gréasáin, féach na hacmhainní seo:
Acmhainní eile a bhaineann le fiosrúchán ar an ngréasán agus le hiarratais ar an ngréasán:
- Tionscadail Taighde ar an nGréasán
- Margaret M. Thombs, Maureen M. Gillis, agus Alan S. Canestrari, Using WebQuests in the Social Studies Classroom: A Culturally Responsive Approach (Thousand Oaks, CA: Corwin, 2008)
Le haghaidh cuardaigh bhreise ar an ngréasán faoi Uachtarán Abraham Lincoln tabhair cuairt ar Questgarden. Cliceáil ar chuardach agus cuir isteach Lincoln. Seo cúpla sampla sonrach.
Le haghaidh tuilleadh eolais ar úsáid Lincoln a bhaint as teicneolaíocht:


We are taking a close look at models of successful technology training programs and sharing ideas for how to create similar programs in your library. In our last post we looked at ways to provide individual technology instruction to maximize flexibility with one-on-one assistance. In this post we look at how offering assistance in an open lab format can also provide flexibility and focus to your technology training.
The Edge benchmarks for public access technology recommend offering technology instruction in the Community Value section under Benchmark One: Indicator 1.2. This post offers practical advice to help libraries determine if open lab assistance is a good fit for your situation.
Open Lab vs. Open Access
"Open lab" differs from regular "open access" in that there is a dedicated staff person or volunteer acting as a technology trainer during a specific period of time. In an open lab setting, technology learners are able to come into the lab, ask technology related questions, and get individualized assistance. Open lab staff may have to juggle multiple questions, but are dedicated to the open lab session without having to assist at the reference or circulation desk.
The Benefits of Open Lab Assistance
Open lab assistance combines the flexibility of individual instruction with the focus of a computer class environment. It is a hybrid approach, providing learners the benefit of individualized assistance while giving library staff a focused time to provide more direct training. Open lab assistance can take advantage of partitioned computer lab areas, but can also be offered less formally using laptops or a bank of computers. There are many variations for this approach, so it can be adapted for any size library.
Open lab assistance allows technology learners to guide their own instruction with their questions. This means staff do not have to take time to prepare a lesson plan, and can treat each question as they do reference questions. You can opt to focus the open lab sessions on a certain technology application, from basic mouse practice to job seeker assistance. Open lab can also take advantage of printed materials to aid instruction by having technology books and printouts on hand to address frequently asked questions.
The 4 S’s of Success
Each technology training model has several key elements that define it. Here are some tips to ensure success in each aspect of this model.
Service: How can you best provide this training?
- Focus your technology training time: provide individualized technology training during a regularly designated time with a dedicated technology trainer.
- Address multiple learners simultaneously: juggle several learners at once while still giving them individualized attention, and allow them to work independently while you help others.
- Address all ability levels at once: help beginning, intermediate, and advanced technology users during the same session.
- Use an existing computer lab: put an existing lab to good use when it is not being used for classes.
- Create a lab space: set up laptops in a meeting room or utilize existing computer banks to designate an open lab area.
- Share resources: look into sharing laptop labs with other libraries in your region, or through library consortia. You can set up open lab sessions periodically, and get the most out of regional technology resources.
- Scale to fit: downsize the open lab session to only 1-2 computers in small libraries. You can still designate a certain time when people can bring in their specific questions, when a staff member will be available.
Staff: Who will provide this training?
- Involve enthusiastic staff: give staff who are excited about technology training an opportunity to help learners. They do not need a special degree in order to help others, just a positive attitude.
- Recruit volunteers: if your open lab sessions are popular or if you have a large computer lab, consider recruiting volunteers to lighten the load for staff. You can also partner with local organizations that have specialized expertise, such as Job Corps, local businesses or educational institutions. (We will talk more about using volunteers in Model # 6.)
- Form an open lab team: try to create a core team of staff and volunteers who will work the open lab sessions, so they can build rapport with learners who come back every time.
- Find the right ratio: be sure to have enough technology trainers for the number of learners, but don’t have so many trainers that they won’t have enough to do. A good goal is one trainer for every 4-6 learners.
- Train your trainers: just as with individual instruction, give your staff some guidance on how to offer better training.
Schedule: How will you schedule it?
- Weekly, biweekly, or monthly: keep a regular schedule so learners can easily remember when to come. You don’t have to offer open lab every week, but high demand will justify more frequent sessions.
- Allow enough time: schedule the open lab sessions for 1-2 hours to allow people time to get answers to their questions.
- Dedicate staff time: ensure that technology trainers do not have other customer service duties during the open lab, such as answering the phone or attending the circulation desk. They should be able to focus their attention on learners.
- Find the best time for learners: try to schedule the open lab at a time when learners can be there, which may not be the most convenient time for staff. Think about your target audience before scheduling the first session, and survey them if possible.
- Allow prep time: give staff 15-30 minutes before the session begins to open the lab, turn on the computers, and gather any print resources needed on hand.
- Be patient: attendance may be low in the beginning, and it may take time to get the word out. Find interesting ways to let people know about the open lab, and give it time to grow. If attendance is still too low after several months, consider trying a different time.
Subject: What topics will you cover?
- Target training to the learner: the learner will come to the open lab with questions and projects. Let their questions guide training.
- Select a specific focus: set a specific focus for your open lab sessions to target training to a specific need. Typing practice, Internet searching skills, hobby related topics, EBay, and gadgets are all examples of ways to focus the subject of open labs.
- Create topic-related resources: have materials prepared in advance to address commonly asked questions. Refer learners to these resources (such as books, quick guides, and online tutorials) and update them over time.
- Treat technology training like reference: you don’t have to know every topic related to technology to assist people. If a learner asks a more advanced question, use information resources (like the Internet or technology reference books) to find the answer to the problem.
- Share what you learn: find a way to share resources and solutions to problems, such as a wiki organized by the most requested topics, or a binder with tip sheets for common programs. Share this information with the open lab technology training team, and also with the rest of the library staff. You could also start a blog and post these tips for all your community members, like the Denver Public Library has done with their Technology Blog.
- Be prepared to address typical topics such as creating an email account, formatting a resume, registering for an online class, or researching health information. Having information sheets available on these topics can be a time saver and a great help to new technology users.
Examples of Successful Open Labs
There are many variations on how to offer open lab assistance. Here are two examples that have proven to be successful in libraries. The first story showcases a successful weekly open lab at a small suburban library that allows any type of technology question. The second example is from an urban library that offers a regular job seekers lab and demonstrates how an open lab can be focused towards a specific topic.
Success Story: Weekly Open Lab
The Bemis Public Library is a municipal library in Littleton, Colorado, a suburb of Denver with approximately 42,000 residents. The library serves a high number of seniors, immigrants, and economically disadvantaged individuals, many of whom need assistance with technology. Bob Tenny, Adult Services Librarian, wanted to offer a service where people could get more individualized attention since the library staff did not have enough time to answer difficult technology questions.
Bob shared, “I began the Open Lab so people could come in and we could help them with whatever they needed, basic skills, email, word processing, spreadsheets, Internet, etc. We now have something we can refer people to who need more help than can be given from the reference desk. We can tailor our instruction to what people need and want in a way the structured classes can’t, plus one-on-one is by far the most helpful teaching method.” (Photograph of Keith, volunteer at the Bemis Public Library, helping a library user learn to use the computer)
They have recruited several volunteers to help with the Open Lab, which takes place every Thursday morning. Between 4 and 10 people attend each week. The library allows people to ask any technology-related question, and encourages attendees to bring in their personal devices, including gadgets, cameras, and mobile devices (but they won’t go so far as to fix computers). Staff help people with everything from job applications to self-publishing books. They have found that many people come back regularly, and that it has developed a stronger sense of community amongst the technology learners.
Success Story: Career Building Clinic
At the Enoch Pratt Free Library (Baltimore, Maryland), there is a big demand for assistance related to job searching on the computers, since the unemployment rate in Baltimore has averaged over 10% since 2009. Andrea Snyder is the Job and Career Librarian at the Pratt Library (as well as the Assistant Manager of the Business, Science, and Technology Department) and recently began offering an open lab program exclusively for job seekers.
The Career Building Clinic is a biweekly program that complements existing computer classes for job seekers. It allows job seekers a two-hour block of time when they can come into the lab to work on anything related to their job search, and get assistance as needed. Andrea started the program because she had observed many job seekers being held back by technology barriers that weren’t being addressed in job seeker classes. The open lab allows them more individual attention to get their specific questions answered.
They have a team of four technology trainers for this program, made up of some paid staff and some volunteers. There are 30 computers in the lab, and there seems to be just the right ratio of trainers to learners. Many of the questions they answer are quick and easy to answer, so it is fairly easy for trainers to help several people at a time. Also, most of the people who come for assistance are already familiar with computers and do not need as much step-by-step instruction as a beginning computer user.
Andrea calls this “low touch, high impact” because it is so easy to help people and there is such a “huge benefit for the customer.” She says that even something as simple as sharing how to use keyboard shortcuts for common tasks (like cut, copy, and paste) can save a lot of time for job seekers. She says that trainers don’t have to worry about preparing for a class, and they focus their efforts on answering individual questions with as little interruption as possible.
Share Your Experiences
Have you tried offering open lab assistance in your library? What has worked, and what lessons have you learned? Please share your stories in this Benchmark One Survey from the Edge Initiative. If you have more to share about technology in your library, take the full survey that covers all of the benchmarks. Respond to the survey, and you could win a prize!
Interested in more?
Read these TechSoup for Libraries spotlights for great tips on offering open lab assistance and managing technology:

Táimid ag féachaint go dlúth ar mhúnlaí de chláir oiliúna teicneolaíochta rathúla agus ag roinnt smaointe maidir le conas cláir den chineál céanna a chruthú i do leabharlann. Sa phost deireanach d'fhéachamar ar bhealaí chun teagasc teicneolaíochta aonair a sholáthar chun solúbthacht a uasmhéadú le cúnamh duine ar dhuine. Sa phost seo, féachfaimid ar an gcaoi ar féidir le cúnamh a thairiscint i bhformáid saotharlainne oscailte solúbthacht agus fócas a chur ar do thrátháil teicneolaíochta.
Molann na hairíonna tagarmharc Edge maidir le teicneolaíocht rochtana phoiblí teagasc teicneolaíochta a thairiscint sa rannán Luach an Chomhphobail faoi Tháscaire Aon: Táscaire 1.2. Tugann an post seo comhairle phraiticiúil chun cabhrú le leabharlanna a chinneadh an bhfuil cúnamh saotharlainne oscailte oiriúnach do do chás.
Lab oscailte vs. Rochtain Oscailte
Tá "laibriú oscailte" difriúil ó "rochtana oscailte" rialta sa mhéid go bhfuil duine foirne tiomanta nó deonach ag gníomhú mar oiliúnaí teicneolaíochta le linn tréimhse áirithe ama. I suíomh saotharlainne oscailte, is féidir le foghlaimeoirí teicneolaíochta teacht isteach sa saotharlann, ceisteanna a bhaineann le teicneolaíocht a chur, agus cúnamh aonair a fháil. D'fhéadfadh go mbeadh ar fhoireann an saotharlainne oscailte ceisteanna iomadúla a chur i gcrích, ach tá siad tiomanta don seisiún saotharlainne oscailte gan a bheith ag cabhrú ag an mbosca tagartha nó scaipeadh.
Na buntáistí a bhaineann le Cabhair Leabharlann Oscailte
Is éard atá i gcabhair saotharlann oscailte solúbthacht an teagaisc aonair a chomhcheangal le fócas timpeallacht rang ríomhaireachta. Is cur chuige hibrideach é, rud a thugann tairbhe do fhoghlaimeoirí as cúnamh aonair agus a thugann am dírithe do fhoireann na leabharlainne oiliúint níos díreacha a chur ar fáil. Is féidir le cúnamh saotharlainne oscailte leas a bhaint as limistéir saotharlainne ríomhaire roinnte, ach is féidir é a thairiscint níos lú go foirmiúil ag baint úsáide as ríomhairí glúine nó banc ríomhairí. Tá go leor éagsúlachtaí ann don chur chuige seo, mar sin is féidir é a oiriúnú do leabharlann de mhéid ar bith.
Ligeann cúnamh saotharlainne oscailte do fhoghlaimeoirí teicneolaíochta a gcuid teagaisc féin a threorú lena gcuid ceisteanna. Ciallaíonn sé seo nach gá don fhoireann am a thógáil chun plean ceachta a ullmhú, agus is féidir leo gach ceist a chóireáil mar a dhéanann siad ceisteanna tagartha. Is féidir leat a roghnú na seisiúin saotharlainne oscailte a dhíriú ar fheidhmíocht theicneolaíochta áirithe, ó chleachtadh bunúsach luch go cúnamh cuardach fostaíochta. Is féidir le saotharlann oscailte leas a bhaint as ábhair phriontáilte chun cabhrú le teagasc trí leabhair teicneolaíochta agus priontálacha a bheith ar fáil chun aghaidh a thabhairt ar cheisteanna a chuirtear go minic.
Na 4 S a bhaineann le rath
Tá roinnt príomhghnéithe ag gach samhail oiliúna teicneolaíochta a shainmhíníonn é. Seo roinnt leideanna chun rath a chinntiú i ngach gné den tsamhail seo.
Seirbhís: Conas is fearr is féidir leat an oiliúint seo a chur ar fáil?
- Díriú ar do chuid ama oiliúna teicneolaíochta: oiliúint theicneolaíochta aonair a chur ar fáil le linn ama a ainmnítear go rialta le hoiliúntóir teicneolaíochta tiomnaithe.
- Téigh i ngleic le go leor foghlaimeoirí ag an am céanna: bain úsáid as roinnt foghlaimeoirí ag an am céanna agus aird aonair á thabhairt dóibh, agus lig dóibh oibriú go neamhspleách agus tú ag cabhrú le daoine eile.
- Téigh i ngleic le gach leibhéal cumas ag an am céanna: cabhair a thabhairt d'úsáideoirí teicneolaíochta tosaithe, idirmheánacha agus ardleibhéil le linn na seisiúin céanna.
- Úsáid saotharlann ríomhaire atá ann cheana: bain úsáid as saotharlann atá ann cheana nuair nach bhfuil sé á úsáid le haghaidh ranganna.
- Spás saotharlainne a chruthú: ríomhaire glúine a chur ar bun i seomra cruinnithe nó bainc ríomhaire atá ann cheana a úsáid chun limistéar saotharlainne oscailte a ainmniú.
- Acmhainní a roinnt: féach ar sheirbhísí ríomhaire glúine a roinnt le leabharlanna eile i do réigiún, nó trí chomhchoistí leabharlanna. Is féidir leat seisiúin saotharlainne oscailte a chur ar bun go tréimhsiúil, agus an leas is fearr a bhaint as acmhainní teicneolaíochta réigiúnacha.
- Scála a oireann: an seisiún saotharlainne oscailte a laghdú go dtí 1-2 ríomhaire amháin i leabharlanna beaga. Is féidir leat am áirithe a ainmniú nuair is féidir le daoine a gcuid ceisteanna sonracha a thabhairt isteach, nuair a bheidh ball foirne ar fáil.
Foireann: Cé a sholáthróidh an oiliúint seo?
- Baill foirne díograiseacha a chur i gceist: deis a thabhairt do bhaill foirne atá díograiseach faoi oiliúint teicneolaíochta cabhrú le foghlaimeoirí. Ní gá go mbeadh céim speisialta acu chun cabhrú le daoine eile, ach ní gá ach dearcadh dearfach a bheith acu.
- Tiontaithe a earcú: má tá tóir ar do sheisiúin saotharlainne oscailte nó má tá saotharlann ríomhaire mór agat, smaoinigh ar dheontóirí a earcú chun an t-ualach a éascú don fhoireann. Is féidir leat páirt a ghlacadh freisin le heagraíochtaí áitiúla a bhfuil saineolas speisialaithe acu, amhail an Coiste Fostaíochta, gnólachtaí áitiúla nó institiúidí oideachais. (Labhróimid níos mó faoi úsáid saorálaithe i múnla # 6.)
- Foirmliú foirne saotharlainne oscailte: déan iarracht foireann lárnach de fhoireann agus de dheonach a chruthú a oibreoidh sna seisiúin saotharlainne oscailte, ionas gur féidir leo caidreamh a thógáil le foghlaimeoirí a thagann ar ais gach uair.
- An cóimheas ceart a aimsiú: bí cinnte go mbeidh go leor oilithreoirí teicneolaíochta agat i gcomparáid le líon na ndaltaí, ach ná bíodh an oiread oilithreoirí agat nach mbeidh go leor le déanamh acu. Is sprioc maith é oiliúnóir amháin do gach 4-6 foghlaimeoir.
- Oiliúint a thabhairt do do oilithreoirí: díreach mar a tharla le teagasc aonair, tabhair treoir do do fhoireann ar conas oiliúint níos fearr a thairiscint.
Clár: Conas a shocruíonn tú é?
- Seachtain, dhá sheachtain nó míosúil: bíodh sceideal rialta agat ionas go mbeidh sé éasca ag na foghlaimeoirí cuimhneamh ar an am a thiocfaidh siad. Ní gá duit saotharlann oscailte a thairiscint gach seachtain, ach is gá seisiúin níos minice a dhéanamh de bharr an éilimh ard.
- Am leordhóthanach a cheadú: sceidealú na seisiúin saotharlainne oscailte ar feadh 1-2 uair an chloig chun go mbeidh am ag daoine freagraí a fháil ar a gcuid ceisteanna.
- Am a thabhairt do fhoireann: a chinntiú nach bhfuil dualgais eile ar oilithreoirí teicneolaíochta le linn na saotharlainne oscailte, amhail an teileafón a fhreagairt nó freastal ar an mbosca imscrúdaithe. Ba cheart go mbeadh siad in ann díriú ar na foghlaimeoirí.
- An t-am is fearr a aimsiú do dhaltaí: déan iarracht an saotharlann oscailte a sceidealú tráth a d'fhéadfadh na foghlaimeoirí a bheith ann, rud nach bhféadfadh a bheith an t-am is áisiúla don fhoireann. Smaoinigh ar do spriocghrúpa sula ndéanann tú an chéad seisiún a sceidealú, agus déan suirbhé orthu más féidir.
- Am ullmhúcháin a cheadú: tabhair 15-30 nóiméad don fhoireann roimh thús na seisiúin chun an saotharlann a oscailt, na ríomhairí a chasadh ar aghaidh, agus aon acmhainní priontála is gá a bhailiú ar láimh.
- Bí foighneach: d'fhéadfadh go mbeadh an t-ionlathais íseal ag an tús, agus d'fhéadfadh sé go dtógfadh sé tamall chun an focal a fháil amach. Faigh bealaí suimiúla chun daoine a chur ar an eolas faoin saotharlann oscailte, agus tabhair am dó fás. Má tá an t-ionlathach i bhfad ró-íseal tar éis roinnt míonna, smaoinigh ar am eile a thriail.
Téama: Cé na hábhair a chlúdóidh tú?
- Oiliúint spriocdhírithe don fhoghlaimeoir: tiocfaidh an fhoghlaimeoir chuig an saotharlann oscailte le ceisteanna agus le tionscadail. Lig dóibh a gcuid ceisteanna a threorú.
- Díriú ar ábhar sonrach a roghnú: díriú ar ábhar sonrach do do sheisiúin saotharlainne oscailte chun an oiliúint a dhíriú ar riachtanas sonrach. Is samplaí iad cleachtas taipeadh, scileanna cuardaigh Idirlín, ábhair a bhaineann le hobbies, EBay, agus gaistí ar fad de bhealaí chun díriú ar ábhar saotharlanna oscailte.
- Acmhainní a bhaineann le hábhar a chruthú: ábhair a ullmhú roimh ré chun aghaidh a thabhairt ar cheisteanna a chuirtear go coitianta. Tarraingí ar fhoghlaimeoirí na hacmhainní seo (mar shampla leabhair, treoracha tapa, agus ranganna teagaisc ar líne) agus déan iad a nuashonrú le himeacht ama.
- Déan treoir mar thagairt ar oiliúint teicneolaíochta: ní gá duit gach ábhar a bhaineann le teicneolaíocht a bheith ar eolas agat chun cabhrú le daoine. Má chuireann duine atá ag foghlaim ceist níos airde, bain úsáid as acmhainní faisnéise (cosúil leis an Idirlíon nó leabhair thagaisc teicneolaíochta) chun an freagra ar an bhfadhb a fháil.
- An méid a fhoghlaimíonn tú a roinnt: bealach a aimsiú chun acmhainní agus réitigh ar fhadhbanna a roinnt, mar shampla wiki eagraithe de réir na n-ábhar is mó a iarrtar, nó nasc le bileoga leideanna do chláir choitianta. Cuir an fhaisnéis seo in iúl don fhoireann oiliúna teicneolaíochta saotharlainne oscailte, agus freisin leis an gcuid eile den fhoireann leabharlainne. D'fhéadfá blag a thosú agus na leideanna seo a phostáil do gach ball den phobal, mar a rinne Leabharlann Phoiblí Denver lena Blag Teicneolaíochta.
- Bí réidh le dul i ngleic le hábhair thraidisiúnta amhail cuntas ríomhphoist a chruthú, cur síos a fhormáidiú, clárú do chúrsa ar líne, nó faisnéis sláinte a thaighde. Is féidir le bileoga faisnéise a bheith ar fáil ar na hábhair seo a bheith ina sábhálaí ama agus ina chabhair mhór d'úsáideoirí nua teicneolaíochta.
Samplaí de Léibrithe Oscailte rathúla
Tá go leor éagsúlachtaí ann maidir le cabhair a thairiscint i saotharlann oscailte. Seo dhá shampla a bhfuil a bheith rathúil i leabharlanna. Taispeánann an chéad scéal saotharlann oscailte rathúil seachtainiúil i leabharlann beag forimeallach a cheadaíonn aon chineál ceist teicneolaíochta. Is é an dara sampla ó leabharlann uirbeach a thairgeann saotharlann rialta d'iarrthóirí poist agus a léiríonn conas is féidir saotharlann oscailte a dhíriú ar ábhar ar leith.
Scéal rathúil: Saotharlann Oscailte Seachtainiúil
Is leabharlann cathrach í Leabharlann Poiblí Bemis i Littleton, Colorado, bruachbhaile Denver le thart ar 42,000 cónaitheoir. Tá líon mór daoine scothaosta, inimircigh, agus daoine faoi mhíbhuntáiste eacnamaíoch ag freastal ar an leabharlann, agus is gá cúnamh teicneolaíochta do go leor acu. Bob Tenny, Leabharlann Seirbhísí do Dhaoine Fásta, bhí sé ag iarraidh seirbhís a thairiscint inar féidir le daoine aird níos pearsantaithe a fháil ós rud é nach raibh go leor ama ag foireann an leabharlainne ceisteanna teicniúla deacra a fhreagairt.
Bob roinnte,  Thosaigh mé an Open Lab ionas go bhféadfadh daoine teacht isteach agus d'fhéadfaimis cabhrú leo le cibé rud a theastaíonn uathu, scileanna bunúsacha, ríomhphost, próiseáil téacs, scarbhileoga, Idirlíon, etc. Tá rud éigin againn anois ar féidir linn daoine a tharchur a bhfuil níos mó cabhrach de dhíth orthu ná mar is féidir a thabhairt ón mbosca tagairt. Is féidir linn ár dtreoir a oiriúnú do na riachtanais agus do na mianta atá ag daoine ar bhealach nach féidir leis na ranganna struchtúrtha, agus is é an modh teagaisc duine ar dhuine an modh teagaisc is cabhrach. (Graf de Keith, saoránach ag Leabharlann Poiblí Bemis, ag cabhrú le húsáideoir leabharlainne foghlaim conas an ríomhaire a úsáid)
Tá roinnt de na hoibrithe deonacha á earcú acu chun cuidiú leis an Saotharlann Oscailte, a bhíonn ar siúl gach maidin Déardaoin. Bíonn idir 4 agus 10 duine ag teacht gach seachtain. Ligeann an leabharlann do dhaoine aon cheist a bhaineann le teicneolaíocht a chur, agus spreagann sé lucht freastail a gcuid feistí pearsanta a thabhairt isteach, lena n-áirítear gaistí, ceamaraí, agus feistí soghluaiste (ach ní rachaidh siad chomh fada le ríomhairí a shocrú). Cuidíonn foireann le daoine le gach rud ó iarratais ar phost go leabhair féinfhoilsithe. Fuair siad go bhfuil go leor daoine ag teacht ar ais go rialta, agus go bhfuil tuiscint níos láidre ar phobal forbartha i measc na foghlaimeoirí teicneolaíochta.
Scéal rathúil: Clinic um Thógáil Ghairme
Ag Leabharlann Saor In Aisce Enoch Pratt (Baltimore, Maryland), tá éileamh mór ar chabhair a bhaineann le cuardach poist ar na ríomhairí, ós rud é go bhfuil an ráta dífhostaíochta i Baltimore ar an meán os cionn 10% ó 2009. Is í Andrea Snyder an Leabharlannóir Obair agus Gairme ag Leabharlann Pratt (agus Bainisteoir Cúnta na Roinne Gnó, Eolaíochta agus Teicneolaíochta) agus le déanaí thosaigh sí ag tairiscint clár saotharlainne oscailte go heisiach do lucht cuardaigh poist.
Is clár dhá sheachtain é an Clinic um Thógáil Ghairme a chomhlánaíonn ranganna ríomhaireachta atá ann cheana do lucht cuardaigh poist. Ligeann sé do lucht cuardaigh poist dhá uair an chloig de thréimhse ama nuair is féidir leo teacht isteach sa saotharlann chun obair a dhéanamh ar aon rud a bhaineann lena lorg poist, agus cúnamh a fháil de réir mar is gá. Thosaigh Andrea an clár toisc gur thug sí faoi deara go raibh bac á dhéanamh ar go leor daoine atá ag lorg poist de bharr bacainní teicneolaíochta nach raibh á ndíriú orthu i ranganna lucht cuardaigh poist. Ligeann an saotharlann oscailte aird níos aonair dóibh chun a gcuid ceisteanna sonracha a fhreagairt.
Tá foireann de cheithre oilithreoir teicneolaíochta acu don chlár seo, comhdhéanta de chuid foirne íoctha agus de chuid deonach. Tá 30 ríomhaire sa saotharlann, agus is cosúil go bhfuil an cóimheas ceart idir oilithreoirí agus foghlaimeoirí ann. Tá go leor de na ceisteanna a fhreagraíonn siad tapa agus éasca le freagairt, agus mar sin tá sé sách éasca do thraenálaithe cabhrú le roinnt daoine ag an am. Chomh maith leis sin, tá an chuid is mó de na daoine a thagann chun cabhrach a fháil eolach cheana féin ar ríomhairí agus ní gá dóibh an oiread sin treoracha céim ar chéim a fháil mar úsáideoir ríomhaire nua.
Ghlaoigh Andrea air seo "glac beag, tionchar mór" toisc go bhfuil sé chomh furasta cabhrú le daoine agus go bhfuil buntáiste chomh mór sin don chustaiméir. Deir sí gur féidir le rud chomh simplí le roinnt conas gearrthreoracha eochairchlár a úsáid le haghaidh tascanna coiteann (cosúil le gearradh, cóipeáil agus greamú) go leor ama a shábháil do lucht cuardaigh poist. Deir sí nach gá do oilithreoirí a bheith buartha faoi ullmhú do rang, agus go ndíríonn siad ar a gcuid iarrachtaí ag freagairt ceisteanna aonair le bac a dhéanamh ar a laghad ar a gcuid oibre.
Comhroinn Do Thaithí
An ndearna tú iarracht cúnamh saotharlainne oscailte a thairiscint i do leabharlann? Cad a d'oibrigh, agus cad iad na ceachtanna a d'fhoghlaim tú? Cuir do chuid scéalta in iúl sa Suirbhé Benchmark One seo ó Thionscnamh na Réime. Má tá níos mó le roinnt agat faoi theicneolaíocht i do leabharlann, glac an suirbhé iomlán a chlúdaíonn na hairíonna tagarmharc go léir. Freagraigh ar an suirbhé, agus d'fhéadfá duais a bhuachan!
Ar mhaith leat tuilleadh?
Léigh na spéaclaí TechSoup do Leabharlanna seo le haghaidh leideanna iontacha maidir le cúnamh saotharlainne oscailte a thairiscint agus teicneolaíocht a bhainistiú:


Definition of tetrahedral hypothesis
: a hypothesis in geology: the earth's assumed original spherical form giving a minimum surface for a given volume tended as the earth shrank to develop into a tetrahedron giving a maximum surface for a given volume with the continents as the edges and the ocean basins as the sides
Love words? Need even more definitions?Merriam-Webster unabridged
- The Good, The Bad, & The Semantically Imprecise - 10/18/19
- Noah Webster's Spelling Wins and Fails
- The Disputed Origins of the 'Egg Cream'
- At the Root of ‘Cubicle’
- Why Do People Pronounce It "Nucular"?
- On Contractions of Multiple Words
- Is Singular 'They' a Better Choice?
- Where in the World? A Quiz Take the quiz
- Advanced Vocabulary Quiz Take the quiz
- Spell It Take the quiz
- Bee Cubed Play the game

Sainmhíniú ar fhéidearthacht tetrahedral
: hipitéis sa gheolaíocht: foirm spherical bunaidh a glacadh leis an Domhan a thugann dromchla íosta le haghaidh toirte áirithe, ag claonadh mar a shrumpáil an Domhan chun forbairt i dtétraéadar a thugann dromchla uasta le haghaidh toirte áirithe leis na mór-roinn mar na taobhanna agus na báistí aigéin mar na taobhanna
Focail ghrá? An gá tuilleadh sainmhínithe? Merriam-Webster unabridged
- An Dea, an Droch, & an Neamhchruinnithe go Séamach - 10/18/19
- Noah Webster's Spelling Wins and Fails
- Na Bunús Conarthach ar an 'Cruth Uibhe'
- Ag Root de  Cubicle
- Cén fáth a labhraíonn daoine é "Nucular"?
- Ar Chómhaireamh na mBriathra Iolracha
- An bhfuil 'they' singil rogha níos fearr?
- Cá háit ar domhan? A Quiz Glac an fhéile
- Fís Fuaime Ard-Aoise Tóg an fís
- Spell It Tóg an trialach
- Bee Cubed Imirt an cluiche


This text is written specifically to meet the requirements of the national mechanical engineering curriculum. It is an ideal introductory text for first-year engineering students covering the three basic modules, Statics (EA858), Introductory Dynamics (EA772) and Introductory Strength of Materials (EA804). Each chapter is divided into 'teachable lessons'. The book is designed to be competency-based. Each chapter contains worked examples and self-testing exercises to encourage students to test their own skills and knowledge as they progress.
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Tá an téacs seo scríofa go sonrach chun freastal ar riachtanais an chúrsa teagaisc náisiúnta innealtóireachta meicniúla. Is téacs tosaigh idéalach é do mhic léinn innealtóireachta den chéad bhliain a chlúdaíonn na trí mhódúl bunúsacha, Stataic (EA858), Dainimice Thosach (EA772) agus Neart Tosaíochta na nMaterials (EA804). Tá gach caibidil roinnte ina 'ceachtanna in-oideachais'. Tá an leabhar deartha chun a bheith bunaithe ar inniúlacht. Tá samplaí oibre agus cleachtaí féinthástála i ngach caibidil chun mic léinn a spreagadh chun a gcuid scileanna agus eolas féin a thástáil agus iad ag dul chun cinn.
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