Over the years, the United States and other countries around the world have seen an increasing energy demand. With this has come the need to explore and drill for oil in areas such as the Gulf of Mexico (GOM). Superstructure icing from sea spray, snow, glaze, frost, and sleet has become a problem for these types of industries and can have a major impact on their operations. With the use of old and new technologies, icing effects can either be mitigated, reduced, or even eliminated. The technologies that have been researched originate from the aviation industry, the electric power industry, and ground transportation systems, including the use of chemicals (NaCl, CaCl₂, MgCl₂, and KCl), coatings, improved structural design, high-velocity fluids, heat, infrared energy, and manual deicing. Accordingly, the available literature is analyzed to identify research methods and technologies employed and to determine the conclusions reached by each study. The expected results will identify technologies effective in mitigating icing effects on platforms and determine the most effective solutions for reducing their impact. This analysis accounts for a variety of factors, including diverse platform designs that may respond differently to icing conditions.

Background: Executive cognitive functions are essential for functioning in dynamic environments. Moreover, they are directly influenced by work schedules and tend to decline over the course of a shift, resulting in an increased number of errors. Given that educational activities typically commence at fixed times, this study aimed to evaluate planning ability and working memory (WM) with temporal variations in college students.
Methods: Forty-three participants were randomly selected from the occupational health and ergonomics students. WM and planning ability were assessed using the Wechsler Memory Scale (WMS) and Tower of London (TOL) test, respectively. The data were evaluated using SPSS version 16.0.
Results: The mean scores of the TOL index were 31.46 and 31.42 in the morning and afternoon, respectively. The auditory working memory index was 7.54 and 7.7, whereas the visual working memory (VWM) index was 9.12 and 9.0 in the morning and afternoon, respectively. Planning ability and VWM were higher in the morning than in the afternoon. There was a relatively good correlation between median thinking times/the WMS index and the time of tests (p ≤ 0.05).
Conclusion: Interestingly, the results showed no correlation between planning ability and WMS. Additionally, based on the findings, it is recommended to add courses requiring problem-solving and high-level focus to the morning curriculum.