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1
Kpemlie, Emmanuel Kwashi. "Assimilation variationnelle de données de télédétection dans des modèles de fonctionnement des couverts végétaux et du paysage agricole." Phd thesis, Université d'Avignon, 2009. http://tel.archives-ouvertes.fr/tel-00555416.
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La connaissance du microclimat et de l'évapotranspiration ou flux de chaleur latente qui représente la consommation réelle en eau de la culture à l'échelle des parcelles agricoles est une donnée importante pour comprendre le développement des cultures. La plupart des modèles permettant d'estimer l'évapotranspiration sont utilisés sur des surfaces homogènes sans tenir compte des interactions surface - atmosphère et de la variabilité spatiale du domaine agricole. Nous avons utilisé un modèle de couche limite atmosphérique afin de prendre en compte ces interactions. Une approche dite " patchée " permet d'introduire la variabilité spatiale des surfaces dans le modèle à partir des diverses proportions et des caractéristiques des principaux couverts végétaux qui composent le paysage. Une méthode d'assimilation variationnelle a été implémentée afin d'estimer certains paramètres du modèle difficile à connaître précisément. La méthode est basée sur le calcul de l'adjoint du modèle et utilise une température de surface observée par télédétection. L'approche développée est comparée à des approches plus simples considérant chaque type de surface indépendamment, mettant en évidence le rôle de la prise en compte de la variabilité spatiale de la surface sur la simulation du microclimat et des flux de surface
2
Ježková, Zuzana. "Komplexní zhodnocení výkonnosti společnosti PBS Industry, a.s." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-76097.
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Comprehensive evaluation of performance analysis of PBS INDUSTRY, a.s. When evaluating the performance of PBS INDUSTRY, a.s. the financial statements of the company for the period of 2005 -- 2008 are used. Performance evaluation is done through traditional methods of financial analysis and modern methods of economic added value. The interpretation of analytical results and recommendations was made.
3
Gassner, Lina. "Developing metacognitive awareness - a modified model of a PBL-tutorial." Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19779.
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In order for students to become good self-directed learners, an awareness of one’s own learning process and studying strategies is essential. The aim of this paper is to describe a project –and the results of it - where a modified model of a problem-based learning (PBL) tutorial is used, a project launched to develop students’ metacognitive awareness and improve the quality of their tutorials. Dental hygiene students and their tutors at the faculty of Odontology, Malmö University participated in the project which meant that the students worked independently during the first PBL-session with the tutor only paying a few short visits to the group. At these visits, the students presented their problems, hypotheses and objectives with the purpose to create an opportunity of primarily reviewing and reflecting but also getting feed-back from the tutor. The tutor was present throughout the second PBL-session. This model was alternated with and compared to the traditional “Malmö model” in which the tutor participates throughout both PBL-sessions. The project was evaluated through interviews. A Metacognitive Awareness Inventory (MAI) was filled in before and after the project. Results for the MAI show a significant increase in metacognitive awareness. In the interviews, students state that they participated in the PBL-session to a greater extent and had more spontaneous discussions without the tutor, but also that they felt a lack of security and sometimes interrupted by the visits from the tutor.
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Krankowski, Edward. "School Psychology Service Provisions Within a Public Health Model." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12963.
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The purpose of this study was to explore specific activities school psychologists performed related to both testing and placing within a medical model and prevention within a public health model. Spurred by landmark legal mandates, school districts are moving toward preventative practice within a framework consistent with tenets of a public health model or Response to Intervention (RtI) framework. These activities are counter to traditional test-and-place activities performed by school psychologists associated with a medical model of service delivery. School psychologists assigned to 41 elementary schools in the northwest corner of Oregon completed a survey that included activities associated with testing-and-placing students typified by a medical model and those activities akin to a public health model.
All schools participating in this study implemented Positive Behavioral Interventions and Supports (PBIS). PBIS is a widely implemented evidence-based practice in education that emphasizes prevention, and is a reflection of RtI or the public health model. Although PBIS was a common denominator across all schools, there were differences in overall implementation effectiveness as measured by the School-wide Evaluation Tool (SET). This study investigated the degree to which activities performed by school psychologists impacted PBIS implementation in their buildings. School psychologists estimated the frequency devoted to these activities. Frequency served as a proxy for priority and also defined the service models that guided their practices. In addition to this descriptive statistical analysis, inferential statistics were used to measure the correlation between the School Psychologist Survey, the SET-General Index scores, and the SET-Behavior Expectations Index scores. A multiple-regression analysis was also conducted to determine which variable (i.e., SET-General Index or SET-Behavior Expectations Index) was the best predictor of outcome data from the School Psychologist Survey. These data were also entered into scatterplots to provide interpretations of meaningful statistical significance for an in-depth analysis of the School Psychologist Survey, SET-General Index, and SET-Behavior Index scores. This study is important because it potentially provides school psychologists with specific preventative activities they can perform within a public health model of service delivery to make contributions for improving the overall school environment for students.
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VIDAL, Tiago Carvalho. "PBL-tutor Canvas: uma ferramenta de planejamento do ensino de computação na abordagem PBL baseada no modelo backward design." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/26247.
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LIMA, Simone Cristiane dos Santos, também é conhecida em citações bibliográficas por: SANTOS, Simone Cristiane dos, conforme citações em publicações.<br>Submitted by Pedro Barros (pedro.silvabarros@ufpe.br) on 2018-08-22T19:19:24Z
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Previous issue date: 2016-02-12<br>O método Problem-Based Learning ou PBL (termo usado na língua inglesa) surge como alternativa para tratar o desenvolvimento de competências e habilidades para resolução de problemas, requeridas pelo mercado de trabalho atual. No entanto, estudos sinalizam que devido à subjetividade dos conceitos somada à ausência de guias e instrumentos eficazes para sua aplicação, o planejamento de ensino de PBL fica comprometido e dependente da capacidade do docente. Os trabalhos relacionados apontam a existência de diretrizes para planejamento de infraestrutura de suporte para os cursos/disciplinas em PBL, no entanto, observa-se uma lacuna de instrumentos que contemplem o planejamento de ensino propriamente dito, considerando o exercício dos princípios PBL durante o processo PBL. O presente trabalho tem como objetivo propor uma abordagem de planejamento de ensino PBL apoiado pelo Backward Design Model que conduzirá o docente a estruturar o planejamento de modo a contemplar processos e princípios PBL, maximizando assim, a aderência das atividades propostas à cultura PBL. O método de avaliação utilizado consistiu na aplicação de questionários com docentes que possuem conhecimento/experiência em PBL e que lecionam em instituições de ensino superior, no domínio de computação. Nesse contexto, os resultados obtidos sinalizam aceitação à estrutura proposta, bem como indicam que a abordagem auxilia no processo de planejamento de ensino PBL, contribuindo para maximizar a maturidade em PBL, devido sua orientação aos princípios PBL.<br>The Problem-Based Learning method or PBL (term used in English) is an alternative to manage the development of skills and abilities to solve problems, required by the current labor market. However, studies indicate that due to the subjectivity of concepts and also due to the absence of guidelines and effective instruments for its implementation, the PBL teaching planning is compromised and dependent on the teacher's ability. Related studies indicate the existence of guidelines to support infrastructure planning for the courses / subjects in PBL, however, there is a lack of instruments dealing with the educational planning itself, considering the exercise of PBL principles in the process PBL. This paper aims to propose a PBL educational planning approach supported by the Backward Design Model that will lead teachers to structure their planning in order to comply with PBL processes and principles, maximizing the adherence of proposed activities to the PBL culture. The evaluation method used consisted of questionnaires with teachers who have knowledge / experience in PBL and who teach in higher education institutions in the computing domain. In this context, the results indicate acceptance to the proposed structure as well as indicate the approach assists in PBL educational planning process, helping to maximize maturity in PBL once it is directly driven by the PBL principles.
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Fraczek, Margo. "Perpetuating a Culture of White Behavior: The Experiences of Non-Native Speaking Hispanic Students in a PBIS School." Thesis, Boston College, 2010. http://hdl.handle.net/2345/bc-ir:104465.
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Thesis advisor: Elizabeth Twomey<br>This phenomenological study investigated the effects of a Positive Behavior Intervention and Support (PBIS) Program on non-native speaking Hispanic students in a public middle school. The purpose of the study is to discover whether the PBIS program alleviates, intensifies or does not change the degree of bias towards minority students currently in existence through traditional discipline models. It also intends to discover whether the experience of the Hispanic students is similar to the intent of the program as determined by the implementing staff. Finally, this study will investigate whether a program that explicitly teaches values reflects the white, middle class backgrounds of the staff and whether this is detrimental to the primarily minority student population at the school. An outside researcher who had previously spent time at the school site as a principal intern conducted this qualitative, phenomenological study. The researcher used the following data collection tools: individual semi-formal interviews, focus group discussions, observations, and document analysis. The research occurred over approximately six weeks. The study concluded that the values taught through PBIS were designed to bring the students into the teachers' world, a world considered superior to the students as well as universal. This indicated that the teachers held a deficit model of culture towards the students' culture. Another finding indicated a need on the part of the staff to be aware of the students' relationship with their family as they implement any discipline program, especially one that explicitly teaches values. Finally, the study found a need for teachers to build positive relationships with all students, especially those with disciplinary issues. It was through positive relationships with the students deemed "problems" by the school and their parents that the teachers were able to reduce problem behaviors<br>Thesis (PhD) — Boston College, 2010<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Washington, Dione. "Learning Models, Personality Traits, and Job Satisfaction in Forensic Psychology Practitioners." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7771.
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Forensic psychology is a distinct specialization requiring practitioners to approach problems differently than in other psychological specialties. While the use of problem-based learning in the medical field is well-researched, there is a lack of literature regarding its use in forensic psychology. This quantitative survey-based study was designed to investigate the relationship between learning models and personality traits and job satisfaction in forensic psychologists. In the current study, an adaption of Vygotsky’s constructivist zone of proximal development theory and Holland’s theory of career choice were applied to forensic psychology instruction to assess the degree to which personality and learning models interrelate among forensic psychologists. Overall, the sample population of 49 forensic psychology professionals experienced moderate to high levels of job satisfaction, irrespective of personality. No statistical significance was found with regard to learning model, personality, and job satisfaction. While not statistically significant, the findings do highlight a personality typology that differed from the overarching psychology profession. Holland’s theory categorized individuals in the psychology/psychologist profession as social and artistic. In the current study approximately 37% identified as investigative, while only 4% identified as artistic. It may be beneficial to expand the inclusion criteria to international participants to provide additional statistical analysis with a larger data set. Positive social change may result from an increased awareness of which personality types are better aligned to the forensic psychology profession.
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Ramos, Eliane Santiago. "Especificação e verificação formal de um modelo de STI-PBL por redes de PETRI coloridas." Instituto Tecnológico de Aeronáutica, 2009. http://www.bd.bibl.ita.br/tde_busca/arquivo.php?codArquivo=2229.
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Apresenta-se neste trabalho uma abordagem de Redes de Petri Coloridas para especificação e verificação formal de um modelo de Sistema Tutor Inteligente que utiliza a Aprendizagem Baseada em Problemas como estratégia pedagógica. A especificação e a verificação formal permitem verificar se as funcionalidades planejadas do modelo pedagógico serão realizadas, antes da etapa de implementação do sistema. Adicionalmente, o mecanismo de inferência avalia as informações coletadas nas atividades de interação do aprendiz no processo de solução de problemas e infere, por simulação de Cadeias de Markov Monte Carlo, a probabilidade de o aprendiz resolver um problema, com o propósito de capacitar o sistema à tomada de decisões. Experimentos iniciais indicam consistência geral e benefícios da proposta.
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Im, Sothearith. "A Public Service Broadcasting Model for Developing Countries: The Case of Cambodia." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304521470.
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Kulikowski, Laura L. "An Evaluation of the Prevent-Teach-Reinforce (PTR) Model in a Community Preschool Setting." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3643.
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This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model with
two four-year-old children in a community preschool classroom. A multiple baseline
design across activities was used to assess the teacher implementation of the behavior
intervention strategies developed during the PTR team process and the changes in child
problem behavior and engagement. Additional measures associated with the outcomes,
such as researcher procedural integrity and social validity were assessed. The results
suggest that the team of teachers were able to implement the PTR intervention with
fidelity, which resulted in a decrease in the children’s problem behavior and an increase
in their engagement. The PTR process was deemed feasible and acceptable by the
teaching staff, and that the child behavioral outcomes were evaluated as acceptable by
naïve observers.
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Deenihan, Deanna. "Using the Prevent-Teach-Reinforce for Secondary (PTR-SEC) Model for High School Students with Autism Spectrum Disorders." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7777.
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This study evaluated the use of the Prevent-Teach-Reinforce for Secondary (PTR-SEC) model as an individualized Tier 3 intervention within the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in three high school classrooms. Three teaching staff (two teachers and one instructional aide) and three students with autism spectrum disorders participated in the study. The study examined the degree to which the classroom staff implemented the PTR intervention plan with fidelity and its impact on the students’ behaviors, using a multiple baseline across participants design. The results indicated that the teaching staff implemented the PTR intervention plan with high levels of fidelity, and their implementation of the intervention plan led to decreases in problem behavior and increases in replacement behavior across all three participating students with ASD. The PTR-SEC teams found the PTR-SEC intervention to be acceptable and satisfactory; all three staff expressed interest in continuing to implement the PTR intervention plan after completion of the study.
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Barnes, Sara Amanda. "An Evaluation of the Prevent-Teach-Reinforce Model within a Multi-Tierred Intervention System." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5455.
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This study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of three children who are typically developing with behavioral challenges in a high-need elementary school setting. Specifically, this study evaluated the use of the PTR model as an intensive individualized Tier 3 intervention within a multi-tiered intervention system. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed as a feasible daily progress monitoring tool in conjunction with the PTR model. Social validity and fidelity of intervention implementation were also assessed. A multiple baseline across participants was employed to evaluate the impact of implementation of the model on the children's behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.
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Schofield, Deborah, and n/a. "Modelling health care expenditure : a new microsimulation approach to simulating the distributional impact of the Pharmaceutical Benefits Scheme." University of Canberra. Information Sciences & Engineering, 1999. http://erl.canberra.edu.au./public/adt-AUC20061107.171802.
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In this thesis, a microsimulation model was developed using methods which
were intended to overcome the main criticism of earlier models developed in
Australia - that their estimation of the distribution of health benefits1 across
income groups was not accurate. To determine whether the new model �
called the Person Level Model of Pharmaceutical Benefits (PLM-PB) � was
more accurate, two typical means-based models were also built to replicate the
most commonly used methods in Australia.
A comparison of the results of the three models revealed that while they
produced comparable results at the aggregate when compared with
administrative data, the PLM-PB was much more accurate in capturing
distributional differences by beneficiary and medication type. The PLM-PB
also indicated that, as anticipated, PBS benefits were more pro-poor than earlier
means-based models had suggested. The PLM-PB had another important
advantage in that the method also captured the variation in the use of
medication and thus the subsidy received within sub-populations.
As the PLM-PB was found to be more accurate than the means-based model, a
multivariate analysis of the distribution of PBS subsidy across a number of
socio-economic groups was undertaken as an example application of the model.
It was found that health status (defined by number of recent illnesses) and
concession card type were most important in explaining the amount of PBS
subsidy received. This indicates that the distribution of PBS expenditure meets
the policy objectives of assisting those most in need, whether need is defined as
poor health or low income.
1 Benefits refer to expenditure as transfers from government to individuals rather than the general health
benefits of using medication.
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Filho, Valter Jobim Meyer. "Modelo multicritério construtivista de avaliação de desempenho para apoiar a gestão dos programas de benefícios de medicamentos (PBMs) na perspectiva social." reponame:Repositório Institucional da UNISUL, 2018. http://www.riuni.unisul.br/handle/12345/5849.
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The PBM consists on an operation that provides discounts benefits to those user adepts to the industries and pharmacy's programs. The present work has the goal to build a performance evaluation model in order to support the management of the reaching of the PBM on a social perspective, concerning the pharmaceutical branch. It was performed a research-action model research, based on a data collect with primary and secondary sources, using (MCDa-C) as the intervention tool, and it was considered highlighting the following results: (i) the model was built based on 4 areas of concerns: pharmacy, government, industry and consumer; (ii) it was built 36 descriptors for the four main point of views MPVs Consumer, Government, Pharmacy and Industry; (iii) the performance profile got thirty six descriptors and nine of them had compromising performance. Concluding the importance of the study for the best decisions on the Management of Benefits in Medicines.<br>Submitted by Valter Jobim Meyer Filho (valter.meyer@unisul.br) on 2018-11-14T13:42:50Z
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Previous issue date: 2018<br>Os Programas de Benefícios de Medicamentos consistem em uma operação que proporciona um benefício de descontos para os usuários adeptos aos Programas das Indústrias Farmacêuticas. O objetivo deste trabalho foi construir um modelo de avaliação de desempenho para apoiar a Gestão do alcance dos Programas de Gerenciamento de Benefícios (PBM´s) na perspectiva Social, voltado para o ramo farmacêutico. Foi realizada uma pesquisa de natureza pesquisa- ação, com coleta de dados de origem primária e secundária, utilizou-se a Metodologia Multicritério de Apoio a Decisão Construtivista (MCDA-C) como instrumento de intervenção, e foi considerado com destaque os seguintes resultados: (i) o modelo foi construído com base 4 áreas de preocupação: farmácia, governo, indústria e consumidor; (ii) foram construídos 36 descritores para os quatro Pontos de Vista Fundamentais PVFs Consumidor, Governo, Farmácias e Indústria; (iii) o perfil de desempenho da pesquisa obteve trinta e seis descritores sendo que nove deles com desempenho comprometedor. Concluindo a importância do estudo para apoiar as melhores decisões sobre a Gestão do Benefícios sobre Medicamentos.
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Gao, Mingyi. "A theoretical model for the effectiveness of project-based learning in engineering design education." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/9563.
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The main focus of this thesis is on the effectiveness of project-based learning (PBL) in engineering design. The literature review has shown that there is much confusion and ongoing arguments concerning the implementation of PBL in engineering design, and there lacks consensus on its effectiveness. Little research has been done on providing measurable metrics of PBL effectiveness, not to mention discovering the optimal PBL and its underlying mechanisms based on solid educational theories and rigorous research methodology. In this thesis, the measurement of the optimal PBL effectiveness (effect) is studied and a theoretical model of PBL is built in order to identify parameters (cause) controlling the effectiveness and to study the interplay between effectiveness and the parameters. The model is built through three main phases, with a combination of qualitative and quantitative research methods. In phase one, the effectiveness of PBL is studied from the perspectives of the engineering design lecturers and engineering graduates by interviews, which is used to represent effect (Y axis) of the model. In phase two, on the basis of self-directed learning theory (SDL) and learner engagement theory,two key parameters of PBL, i.e. SDL and learner engagement, are identified and quantified respectively to represent cause (X axis) of the model. With the key parameters of PBL (X axis) and PBL effectiveness (Y axis) obtained, a theoretical model of PBL is proposed. The model is verified by means of experiments (student self-reported surveys). A specified Moving Average Method (MAM) is used for data analysis and findings demonstrate different trends of the relations between SDL and PBL effectiveness, and between learner engagement and PBL effectiveness. Consequently, a 3D model of PBL is built by combining the data in aforementioned 2D models,through which the optimal PBL effectiveness in 3D are identified and measured and the interplay between different parameters are found. In phase three, in order to find out more delicate features in PBL ignored by MAM, the dynamic interaction of individual differences in PBL teamwork is explored by the ethnological method (including participant observations and interviews), which is conducted as a supplement to the model of PBL. The theoretical model of PBL effectiveness proposed in this thesis is novel and groundbreaking. Firstly, a series of 2D and 3D models are presented and the relations between SDL, learner engagement and PBL effectiveness are revealed for the first time, which provides guidance for the optimal PBL measurement and implementation. Secondly, a qualitatively-quantitatively-combined strategy is used to discover the mechanisms controlling optimal PBL at different scales. Thirdly, the experiments verifying the model provide fresh quantitative insight into optimal PBL. In summary, the research in this thesis opens up a new research methodology for studying PBL effectiveness, which makes contribution to the educational field as well. Keywords: Project-based learning, Self-directed learning, Learner engagement, Optimal PBL effectiveness, 3D model, Individual differences, Engineering design, Pedagogy.
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Alhusaini, Abdulnasser Alashaal F. "The Effects of Duration of Exposure to the REAPS Model in Developing Students' General Creativity and Creative Problem Solving in Science." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613255.
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The Real Engagement in Active Problem Solving (REAPS) model was developed in 2004 by C. June Maker and colleagues as an intervention for gifted students to develop creative problem solving ability through the use of real-world problems. The primary purpose of this study was to examine the effects of the REAPS model on developing students' general creativity and creative problem solving in science with two durations as independent variables. The long duration of the REAPS model implementation lasted five academic quarters or approximately 10 months; the short duration lasted two quarters or approximately four months. The dependent variables were students' general creativity and creative problem solving in science. The second purpose of the study was to explore which aspects of creative problem solving (i.e., generating ideas, generating different types of ideas, generating original ideas, adding details to ideas, generating ideas with social impact, finding problems, generating and elaborating on solutions, and classifying elements) were most affected by the long duration of the intervention. The REAPS model in conjunction with Amabile's (1983; 1996) model of creative performance provided the theoretical framework for this study. The study was conducted using data from the Project of Differentiation for Diverse Learners in Regular Classrooms (i.e., the Australian Project) in which one public elementary school in the eastern region of Australia cooperated with the DISCOVER research team at the University of Arizona. All students in the school from first to sixth grade participated in the study. The total sample was 360 students, of which 115 were exposed to a long duration and 245 to a short duration of the REAPS model. The principal investigators used a quasi-experimental research design in which all students in the school received the treatment for different durations. Students in both groups completed pre- and posttests using the Test of Creative Thinking-Drawing Production (TCT-DP) and the Test of Creative Problem Solving in Science (TCPS-S).A one-way analysis of covariance (ANCOVA) was conducted to control for differences between the two groups on pretest results. Statistically significant differences were not found between posttest scores on the TCT-DP for the two durations of REAPS model implementation. However, statistically significant differences were found between posttest scores on the TCPS-S. These findings are consistent with Amabile's (1983; 1996) model of creative performance, particularly her explanation that domain-specific creativity requires knowledge such as specific content and technical skills that must be learned prior to being applied creatively. The findings are also consistent with literature in which researchers have found that longer interventions typically result in expected positive growth in domain-specific creativity, while both longer and shorter interventions have been found effective in improving domain-general creativity. Change scores were also calculated between pre- and posttest scores on the 8 aspects of creativity (Maker, Jo, Alfaiz, & Alhusaini, 2015a), and a binary logistic regression was conducted to assess which were the most affected by the long duration of the intervention. The regression model was statistically significant, with aspects of generating ideas, adding details to ideas, and finding problems being the most affected by the long duration of the intervention. Based on these findings, the researcher believes that the REAPS model is a useful intervention to develop students' creativity. Future researchers should implement the model for longer durations if they are interested in developing students' domain-specific creative problem solving ability.
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MacVane, Fiona E. "Midwifery knowledge and the medical student experience. An exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.
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The literature concerning what medical students learn from midwives during specialist
obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery
attachments for medical students, it is almost non-existent.
Working with midwives is arguably the only opportunity medical students have to
experience holistic or social models of maternity care, focusing on normality rather than
on the medical concept of risk.
This study sought to discover how medical students constructed their knowledge about
childbirth during a six week specialist rotation in obstetrics in a Northern English
teaching hospital (NETH), with particular emphasis on whether participants assimilated
any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase
of the research, focused on MK, utilizing an international sample of experienced
midwives. Resulting themes were used to develop the data collection tool for the second
phase of the research.
The research employed a qualitative case study method with students from a single year
cohort comprising the case. Data were collected using a tool consisting of three problem
based learning (PBL) scenarios. These were presented to the students in consecutive
interviews at the beginning, the middle and the end of their obstetric rotation.
Following analysis, five main themes were identified which illuminated the medical
students' construction of knowledge about maternity care. These were explored and
discussed. The thesis concludes with recommendations for increasing opportunities for
IPE in the medical and midwifery curricula.
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Zhang, Chengsheng. "Functional studies of HIV-1 Vpr protein and development of hu-PBL-SCID/beige mouse model for the studies of HIV-1 infection in vivo." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/NQ29133.pdf.
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MacVane, Fiona Ellen. "Midwifery knowledge and the medical student experience : an exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.
Full textAbstract:
The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.
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Ouarrak, Bouazza. "Les misconceptions dans la microgenèse de l’objet technique." Thesis, Paris, CNAM, 2011. http://www.theses.fr/2011CNAM0756/document.
Full textAbstract:
Cette thèse explore les ressources cognitives que mobilisent des élèves ingénieurs dans un APP (Apprentissage par problème) dans une tâche de conception d’un objet technique. La situation-problème à laquelle ces élèves sont confrontés est constituée par un système technique inédit de réfrigération sans apport extérieur d’énergie. Dans cet apprentissage, les élèves doivent concevoir l’objet technique et apprendre des concepts en thermodynamique. Deux groupes d’élèves sont comparés : le premier dispose d’un modèle analogique d’une situation connue pour aborder la situation nouvelle, le second ne dispose que du texte. Les questions de recherches : Que construisent ces élèves comme connaissances ?Qu’apportent ces deux types d’apprentissage (l’apprentissage par une situation connue et l’apprentissage par le texte) ? Quels sont les obstacles que rencontrent ces élèves ? Les hypothèses : un apprentissage par une situation connue conduit à la construction de connaissances opératives (des concepts outils). Un apprentissage par le texte conduit à la construction de connaissances décontextualisées (des concepts objets). Un apprentissage par les situations dans un dispositif didactique conduit ultérieurement à la construction de concepts catégoriels. Ces deux types d’apprentissage impliquent l’obstacle épistémologique dans la construction des concepts dans leurs deux fonctions : outil et objet<br>This thesis investigates the cognitive resources that pupils engineers in a PBL (Problem based Learning) in a task of conception of a technical object mobilize. The situation-problem with which these pupils are confronted is constituted by an unpublished technical system of refrigeration without outside contribution of energy. In this learning, the pupils have to conceive the technical object and learn concepts in thermodynamics. Two groups of pupils are compared: the first one has an analogical model of a situation known to approach the new situation; the second has only the text. The questions of researches: what build these pupils as knowledge? What bring these two types of learning (the learning by a known situation and the learning by the text)? What are the obstacles which meet these pupils? The hypotheses: a learning by a known situation leads to the construction of operational knowledge (concepts tools). A learning by the text leads to the construction of knowledge out of context (concepts objects). A learning by the situations in a didactic device leads later to the construction of category-specific concepts. These two types of learning involve the epistemological obstacle in the construction of the concepts in them two functions: tool and object
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Silva, Maria Cecília Cândida da. "Aplicação do estudo de empacotamento de partículas de perclorato de amônio, e a utilização de modelo para a otimização de formulações de propelentes compósitos com alto desempenho à base de PBLH e aluminio." Instituto Tecnológico de Aeronáutica, 2008. http://www.bd.bibl.ita.br/tde_busca/arquivo.php?codArquivo=3061.
Full textAbstract:
O objetivo deste trabalho foi obter formulações de propelente à base de AP/PBLH/Al, na qual as quantidades de sólidos fossem maiores do que as utilizadas atualmente. O aumento da fração de sólidos acarreta um aumento do impulso do motor-foguete. Entretanto, ele deve seguir um conjunto de critérios que também foi objeto de estudo neste trabalho. Esses critérios foram baseados nas teorias de empacotamento de partículas, as quais têm sido utilizadas como uma ferramenta para a definição da modalidade, distribuição, granulometria e carga de sólidos. Alguns ensaios também foram realizados para verificar a aplicabilidade de um modelo de empacotamento linear. O modelo testado se mostrou aplicável e as predições teóricas apresentaram boa concordância com os resultados experimentais. Um modelo de correlação foi ainda proposto neste trabalho para correlacionar os dados de viscosidade da mistura final a 50, 55 e 60C sob pressão atmosférica. Um outro modelo de correlação também foi proposto para correlacionar dados experimentais do módulo de Young a 25C. Ambos os modelos foram bem sucedidos na correlação dos pontos experimentais. As propriedades balísticas foram ainda determinadas para uma faixa de pressões variando de 4 a 10 MPa. Os efeitos da ordem de adição do agente de ligação e do Alumínio também foram avaliados. Os melhores resultados foram obtidos quando o Alumínio e o agente de ligação foram adicionados ao PBLH no início do processo de mistura. O catalisador de cura também foi substituído por DBTDL nos ensaios seguintes a fim de acelerar o processo de cura. Os testes conduzidos com 5 ppm de DBTDL apresentaram os melhores resultados para a viscosidade da mistura final e para as demais propriedades do propelente. A utilização de sistemas de partículas com alto empacotamento, associados com a utilização de 5 ppm de DBTDL como agente de cura, permitiu elevar a carga sólidos até 88%, muito superior aos 84% em uso no propelente do VLS. Além disso, as propriedades mecânicas e balísticas deste propelente produzido em escala de laboratório são apropriadas para os projetos em andamento no IAE.
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Pereira, Ana Carolina Cardoso, and Ana Carolina Cardoso Pereira. "Estudo dos ventos no Rio Grande do Sul e simulação para um ciclone extratropical usando o Modelo MM5." Universidade Federal de Pelotas, 2008. http://repositorio.ufpel.edu.br/handle/ri/2193.
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Previous issue date: 2008-12-18<br>In this work a study of the winds in Rio Grande do Sul, during the period 2000-2007
is presented to identify where and when the wind were stronger in the State. The
wind data obtained at 10m height, at three time observation (00, 12 and 18UTC) of
15 meteorological stations, well distributed in the State are utilized. The identification
of the stations where the winds were stronger and with less spectrum of variation was
made using a Weibull distribution to the monthly average values of velocity,
calculated on the total period of data from each station (between 4 and 8 years) and
for time. The similarity of velocities behavior between the stations with 8 years of data
was obtained by applying the method K-means, non-hierarchical clustering
technique, setting up 4 groups for homogeneous regions of pentad average velocities
in the state, by hour of observation. Sensibility tests with two Planetary Boundary
Layer (PBL) parameterizations (Blackadar and MRF) of MM5 model were realized by
using two nested grids with 35 sigma levels in vertical, centered in Rio Grande do Sul
and with initial and contour data from NCEP (1º resolution in latitude and longitude).
The validation of simulated versus observed velocities at 10m height was realized
with the calculation of bias error, the mean square root of error and standard
deviation of errors. The cities of São Luiz Gonzaga and Santa Vitória do Palmar
stood out from the others because they had more often high values of k and c
parameters. The homogeneous group, characterized by having the highest values of
pentadal avegared velocities was constitued predominantly by the stations of Santa
Vitória do Palmar (in the extreme south of the state) and Passo Fundo (located in the
northern region). The highest velocities were observed in the month of November, in
Santa Vitória do Palmar. The selected case study was the extratropical cyclone that
struck the southern Rio Grande do Sul in the period from 9 to November 13, 2002.
The errors between observed and simulated velocities in both experiments were
relatively large. The comparison between results and observed data in some stations
showed that Blackadar PBL parameterization was better than MRF parameterization.<br>Neste trabalho é mostrado o estudo sobre os ventos no Rio Grande do Sul, durante
o período 2000-2007, para identificar onde e quando os ventos foram mais intensos
no Estado. Foram utilizados dados de velocidades obtidos a 10m de altura, nos três
horários de observação (00, 12 e 18UTC) de 15 estações meteorológicas, bem
distribuídas no Estado. A identificação das estações onde os ventos foram mais
fortes e com menor espectro de variação foi feita aplicando a distribuição Weibull
aos valores médios mensais de velocidades, calculadas sobre o período total de
dados de cada estação (entre 4 e 8 anos) e por horário. A similaridade de
comportamento das velocidades entre as estações com 8 anos de dados, foi obtida
pela aplicação do método K-means, definindo-se 4 grupos para regiões homogêneas
de velocidades médias pentadais no Estado, por horário de observação.Testes de
sensibilidade com duas parametrizações (Blackadar e MRF) de Camada Limite
Planetária (CLP) do modelo MM5 foram realizados usando duas grades aninhadas
com 35 níveis sigma na vertical, centradas no Rio Grande do Sul e com dados
iniciais e de contorno do NCEP (resolução de 1º em latitude e longitude). A validação
das velocidades simuladas versus observadas, a 10m de altura, foi realizada com o
cálculo do erro de viés, da raiz do erro quadrático médio e do desvio padrão dos
erros. As cidades de São Luiz Gonzaga e de Santa Vitória do Palmar se destacaram
das demais por apresentarem mais frequentemente, os valores mais elevados dos
parâmetros k e c, respectivamente. O grupo homogêneo, caracterizado por
apresentar os maiores valores de velocidades médias pentadais foi constituído
predominantemente pelas estações de Santa Vitória do Palmar (no extremo sul do
Estado) e Passo Fundo (localizado na região norte). As velocidades mais elevadas
foram observadas no mês de novembro, em Santa Vitória do Palmar. O caso de
estudo selecionado foi o ciclone extratropical que atingiu o sul do Rio Grande do Sul
no período de 9 a 13 de novembro de 2002. Os erros encontrados entre as
velocidades observadas e simuladas nos dois experimentos foram relativamente
grandes. A comparação entre os resultados e os dados observados em algumas
estações mostrou que a parametrização de camada limite planetária Blackadar foi
melhor que a parametrização MRF.
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Nikkhah, Hamdam. "Enhancing the Performance of Si Photonics: Structure-Property Relations and Engineered Dispersion Relations." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37144.
Full textAbstract:
The widespread adoption of photonic circuits requires the economics of volume manufacturing offered by integration technology. A Complementary Metal-Oxide Semiconductor compatible silicon material platform is particularly attractive because it leverages the huge investment that has been made in silicon electronics and its high index contrast enables tight confinement of light which decreases component footprint and energy consumption. Nevertheless, there remain challenges to the development of photonic integrated circuits. Although the density of integration is advancing steady and the integration of the principal components – waveguides, optical sources and amplifiers, modulators, and photodetectors – have all been demonstrated, the integration density is low and the device library far from complete. The integration density is low primarily because of the difficulty of confining light in structures small compared to the wavelength which measured in micrometers. The device library is incomplete because of the immaturity of hybridisation on silicon of other materials required by active devices such as III-V semiconductor alloys and ferroelectric oxides and the difficulty of controlling the coupling of light between disparate material platforms. Metamaterials are nanocomposite materials which have optical properties not readily found in Nature that are defined as much by their geometry as their constituent materials. This offers the prospect of the engineering of materials to achieve integrated components with enhanced functionality. Metamaterials are a class of photonic crystals includes subwavelength grating waveguides, which have already provided breakthroughs in component performance yet require a simpler fabrication process compatible with current minimum feature size limitations.
The research reported in this PhD thesis advances our understanding of the structure-property relations of key planar light circuit components and the metamaterial engineering of these properties. The analysis and simulation of components featuring structures that are only just subwavelength is complicated and consumes large computer resources especially when a three dimensional analysis of components structured over a scale larger than the wavelength is desired. This obstructs the iterative design-simulate cycle. An abstraction is required that summarises the properties of the metamaterial pertinent to the larger scale while neglecting the microscopic detail. That abstraction is known as homogenisation. It is possible to extend homogenisation from the long-wavelength limit up to the Bragg resonance (band edge). It is found that a metamaterial waveguide is accurately modeled as a continuous medium waveguide provided proper account is taken of the emergent properties of the homogenised metamaterial. A homogenised subwavelength grating waveguide structure behaves as a strongly anisotropic and spatially dispersive material with a c-axis normal to the layers of a one dimensional multi-layer structure (Kronig-Penney) or along the axis of uniformity for a two dimensional photonic crystal in three dimensional structure. Issues with boundary effects in the near Bragg resonance subwavelength are avoided either by ensuring the averaging is over an extensive path parallel to boundary or the sharp boundary is removed by graded structures. A procedure is described that enables the local homogenised index of a graded structure to be determined. These finding are confirmed by simulations and experiments on test circuits composed of Mach-Zehnder interferometers and individual components composed of regular nanostructured waveguide segments with different lengths and widths; and graded adiabatic waveguide tapers. The test chip included Lüneburg micro-lenses, which have application to Fourier optics on a chip. The measured loss of each lens is 0.72 dB.
Photonic integrated circuits featuring a network of waveguides, modulators and couplers are important to applications in RF photonics, optical communications and quantum optics. Modal phase error is one of the significant limitations to the scaling of multimode interference coupler port dimension. Multimode interference couplers rely on the Talbot effect and offer the best in-class performance. Anisotropy helps reduce the Talbot length but temporal and spatial dispersion is necessary to control the modal phase error and wavelength dependence of the Talbot length. The Talbot effect in a Kronig-Penny metamaterial is analysed. It is shown that the metamaterial may be engineered to provide a close approximation to the parabolic dispersion relation required by the Talbot effect for perfect imaging. These findings are then applied to the multimode region and access waveguide tapers of a multi-slotted waveguide multimode interference coupler with slots either in the transverse direction or longitudinal direction. A novel polarisation beam splitter exploiting the anisotropy provided by a longitudinally slotted structure is demonstrated by simulation.
The thesis describes the design, verification by simulation and layout of a photonic integrated circuit containing metamaterial waveguide test structures. The test and measurement of the fabricated chip and the analysis of the data is described in detail. The experimental results show good agreement with the theory, with the expected errors due to fabrication process limitations. From the Scanning Electron Microscope images and the measurements, it is clear that at the boundary of the minimum feature size limit, the error increases but still the devices can function.
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Lukasová, Sandra. "Výchozí podmínky základních škol pro realizaci preventivních aktivit modelu PBIS." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-437658.
Full textAbstract:
Diploma thesis deals with the current methods of implementation of primary prevention of primary schools in the Czech Republic. The aim was to determine the degree of preparedness of primary schools for the implementation of a world-wide research-proven program of positive support for students behavior in the school environment (PBIS) in order to prevent risky behavior of students in schools. The first part of the thesis is devoted to theoretical knowledge about students with risky behavior, preventive and interventional procedures of primary prevention applied in schools and a thorough description of the PBIS method. We used a qualitative method of semi-structured interviews for the research survey. The evaluation took place on the basis of interviews with pedagogical staff at four primary schools. The analysis was performed using open coding. Questions were asked about the use of preventive measures by primary schools and the answers provided an insight into which elements used correspond to the PBIS method. The results of the research show similarities in the use of preventive elements in the field of physical environment of the class and in the positive formulation of the rules of conduct. On the contrary, visualizations of routine procedures and school-wide expectations in school premises are...
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Nowicki, David Richard. "Optimization models in support of Performance Based Logistics (PBL) contracts." 2008. http://www.library.wisc.edu/databases/connect/dissertations.html.
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Chen, Li-chen, and 陳麗貞. "The Impact of PBL Teaching Model on Junior High School Students’ English Learning Motivation." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/03663425425395490977.
Full textAbstract:
碩士<br>雲林科技大學<br>技術及職業教育研究所碩士班<br>97<br>This main purpose of this study was to investigate the impact of problem-based learning(PBL) teaching model on students’ English learning motivation in Junior High. Participants included 50 ninth-grade students from 2 classes of a public junior high school in Yun Lin county. The all research time was lasting eight weeks. The primary methods of data collection was observation, interview, documentary and field notes in order to scrutinize how junior high school students motivation to learn to be involved in English through PBL teaching model.
The results of this study revealed that students showed a higher degree of English learning motivation through PBL implementation. Moreover, results also revealed that students had intrinsic psychology to perform a task as follows:
1. The learners feel more competent in learning English while using PBL teaching model.
2. The knowledge students gained during the process is much deeper.
3. PBL was effective to make a chance to share and discuss with peers and enhance students’ mind via other tutors’ identification.
4. The members in group needed to take the responsibility of accomplishing their tasks in the PBL teaching model and it was effective to strengthen students’ self-confidence in learning.
5. The PBL teaching model was helpful to be more active in learning.
6. PBL was helpful for students to affirm the value of English learning by providing them with the right learning topic.
7. PBL shed light on the importance of maximizing the intrinsic learning potential, willing and interests of students.
8. Students obtained a higher degree of English learning achievement via oral presentation.
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Wang, Mei-ling, and 王美玲. "Teaching Mathematic to Second Grade Students Using Problem-Based Learning (PBL) Teaching Model: An Action Research in Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/01676819314998435812.
Full textAbstract:
碩士<br>國立屏東教育大學<br>教育學系<br>99<br>ABSTRACT:
This study explored the implementation of "problem-based learning" teaching model used in second-grade mathematics teaching to interpret the effect of "problem-based learning" on student’s learning. The researcher used an action research approach to practice a research-oriented teaching in a second-grade class for four units of mathematic class. To present the processes of using problem-based learning teaching model in a mathematic class, the researcher collected data through video- recording, interview, classroom observation, and a feedback survey from students.
This research showed several findings. Before using problem-based learning teaching model, the teacher had to analyze the learning contents, selected the appropriate teaching modules to design problem-based learning teaching activities, arranged a proper learning environment, and chose a good small group leader. Moreover, to create a safe and supportive environment, guide the discussion with a question table, set the rules and orders for discussions and expressing opinions, and encourage students to join the discussion by earning extra points. Those terms contributed the progress of problem- based learning activities, allowed students to focus on the discussion, improved the quality of discussions, and reached a higher learning achievement.
The result indicated that: 1) Students who had experienced “problem-based learning” mathematics classes showed a high degree of interest in learning mathematics; 2) Students’ attitude of learning mathematics changed from passive into active; 3) There was a positive impact on mathematics learning and learning achievement by using problem-based learning. Obviously, through problem-based learning and leaning activities, the interest of learning increased and students’ learning turned from passive into active. Additionally, group work on problem-solving would produce multi-solutions. Therefore, students could learn solid mathematics concepts and clarify and apply what they learned through discussions, practicing, and experiencing.
According to the research result, suggestions were made in three areas: 1) The support from school and educational administration; 2) The content of mathematics textbooks; 3) Teachers and teaching. For future research, researchers may explore the problem-based teaching on students'' mathematical problem-solving skills and explore how problem-based teaching could influences students with different characteristics on mathematics learning.
Keyword: Problem-based learning, second grade, mathematic, action research.
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Chiu, Ching-ying, and 邱瀞瑩. "A Study of Applying Project-Based Learning (PBL) Model on Instruction of "English Reading and Writing" in a Selected Comprehensive High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/56646178789038711477.
Full textAbstract:
碩士<br>雲林科技大學<br>技術及職業教育研究所碩士班<br>99<br>The purpose of this study is to explore the application of project-based learning (PBL) teaching model on “English Reading and Writing” in a selected comprehensive high school. Participants included 35 eleventh-grade students from Applied English Program (now as Applied Foreign Language Program) in a comprehensive high school in central Taiwan. The all research time has lasted eight weeks. The primary methods of data collection included observation, interview, and students’ working sheets. Based on the purpose and questions of study, the conclusions are as following:
Regarding to the process of PBL teaching, teachers invest more time and energy in program preparation, and the support from administrative staffs may smooth the teaching process. Besides, students’ motivation influences the performance. Also, even though the center of learning has transferred from teachers to students, which a “mediator” functions as “scaffolding”, the teaching burden seems to increase instead of decreasing. As for the evaluation, the multiple evaluation methods provide an objective view toward students’ performance.
Considering the aspect of students’ learning, the checking list helps students find proper projects. When conducting their projects, students, who are unfamiliar with the data searching, mostly rely on the group discussion and online surfing in gathering information, and teacher’s assistance in logical thinking. Moreover, the atmosphere of group interaction influences the students’ involvement and results of projects. Also, the motivation and performance of low-achievers has significantly improved. The application of “multi-intelligences” can be observed in students’ projects. Overall, though sometimes feeling frustrated, students are satisfied with the project and themselves. Besides, the interaction between the teacher and students can help students find proper projects, possible methods, and improve the contents.
In English learning, the reading materials provided by the teacher can not only increase the reading load but motivate students to search more related information. In terms of English writing, the assignments of adjustments, based on students’ abilities, help improve the performances. As for listening and speaking proficiencies, it varies with the contents of different projects.
According to the analysis of the above research findings, the suggestions are proposed to be the reference for English teachers, school curriculum planning staffs and future researchers.
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Hsu, Cheng-Hsing, and 許正興. "Ⅰ.An effective one-trap-level TCAD model for proton-induced semi-insulating substrates rendered by the general SOC integration platform: Particle-Beam Stand (PBS)Ⅱ.A preliminary research on the possible physical mechanism of the Kirlian Photography." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/tg4ng5.
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碩士<br>國立虎尾科技大學<br>光電與材料科技研究所<br>93<br>Ⅰ.A π technology (PEI = particle-enhanced isolation) had previously been proposed to employ energetic proton beams on the already-manufactured mixed-mode (analog-digital) IC wafers (prior to packaging) for the suppression of undesirable substrate coupling. Results of an improvement of 25-30 dB in noise coupling reduction and a great enhancement of 100-300 % on Q values of on-chip inductors had also been reported. Today, continued evaluations of this π technology have persuaded some chipmakers into realizing a new VLSI back-end facility: the particle-beam stand (PBS), which may ultimately become the general SOC (system-on-a-chip) integration platform. However, up to this day the physics behind such proton-caused defect phase has not been properly addressed. Thus, in this work, an effective 1-level defect model is constructed by fitting the existing single-trap-level theory with experimentally obtained parameters and those from numerical simulations of the SRIM (The Stopping and Range of Ions in Matter) (or previously, TRIM -- the Transport of Ions in Matter) code, a charged-particle stopping-power calculation program. It is realized that, more than being simple traps of charge carriers, these proton-created defects are also intrinsically charged (carrying +e or -e) and thus all are contributing to the Rutherford-like scattering of the then remaining free charge carriers. The calculated effective single trap level (ET) is shown to be about +0.24 eV in n-Si and -0.34 eV in p-Si, measuring from center of the energy band-gap.
Ⅱ.In the early days of the 20th century, Russian scientist Kirlian and his wife discovered a new kind of photography, commonly known as the Kirlian Photography. By displaying bright halo or glow around objects taken, it further claimed to be capable of revealing the energy patterns emitted by human bodies for medical and psychological purposes. For Kirlian photography, maybe the most amazing demonstration by far is known as the “phantom-leaf” experiment. Namely, a leaf with portions of it cut off appeared in the photography as a whole leaf intact.
Up to this day, however, the mechanism(s) behind Kirlian photography has never been certain. Some claimed that due to the constant release of various types of molecules from human body, the high-voltage, high-frequency electric field used in the Kirlian exposure accelerated and ionized these molecules to generate radiations which in turn contributed to the observed halo. Others argued instead that the Kirlian phenomena were the mere result of interactions between the applied AC electric field and bio-plasma (or bio-energy field) of human body. Other than the above two opposing conjectures, it was noticed that nonliving objects, such as a key or coin, also gave out Kirlian halos, and so far no satisfactory explanation has been given for that.
On the application front, however, researches conducted over the last several decades worldwide, unfortunately, have only led to more divided opinions over the role played by the Kirlian photography. Some have allegedly confirmed beyond doubt that Kirlian photography has recorded the bio-energy distribution around human body and provided a very comprehensive image of the functioning of the entire mind-body system. In fact, there are already many applications of it, including: measuring the life-force in seeds and plants, detecting illness before physical symptoms appear, investigating residual toxic effects of drug addiction, assessing psychological compatibility between two people, evaluating the ability of a therapist to activate the self-healing processes in a patient, and for use in conjunction with other therapies such as acupuncture, homoeopathy and spiritual healing, as a cross check to the effectiveness of the methods, to name just a few, even though its physical mechanism was never made clear. On the other side, there are strong opinions claiming that the whole Kirlian phenomena could just be a manifestation of the unstable air or water vapor corona discharge, in addition to the fact that the results are simply not repeatable. Under such circumstances, this thesis work aimed to conduct several preliminary experiments concerning scientific inspection into the frequency aspects of the Kirlian phenomena, disregarding its functions, effectiveness as well as aesthetics.
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Noble, Michael-Anne. "Characterization of critical thinking indicators in problem-based learning online discussions of blended and distance undergraduate environmental science students using the community of inquiry model." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8516.
Full textAbstract:
This mixed methods study compared distance and blended undergraduate environmental students at Royal Roads University (RRU) as they participated in online asynchronous PBL case discussion forums as part of an Ecotoxicology course. This study examined the differences between distance and blended teams in their activity, approaches, and levels of critical thinking in an online PBL activity. Critical thinking was evaluated using the cognitive presence indicators of the community of inquiry framework developed by Garrison, Anderson and Archer (2001). An organization indicator was added to the framework to capture posts that organized the discussion forum layout or the team and the distribution of work. The use of the organization indicator in the thread map analysis revealed that teams adopted one of two approaches to the online PBL activity, either an organic approach or an organizational scaffold approach. An open coding approach to content analysis of the posts was used to develop two coding schemes to capture the use of learning scaffolds and degree of online collaboration respectively. These coding schemes were used to compare scaffolding and collaboration behaviours of distance and blended students during the online PBL activity. The study found that whether teams used the online discussion forums or face-to-face discussion as their primary communication method influenced both the timing and the critical thinking content of the online discussion forums. Student moderators’ choices influenced the structure and approach to the PBL activity, as well as the form of document assembly that was observed in the online discussion forums. The learning scaffolds coding scheme demonstrated that both distance and blended students were reading beyond the assigned reading list. Both distance and blended students appeared to develop skills in identifying information gaps over the progression of the PBL case problems as their observable level of critical thinking remained consistent as the problem scaffolding was faded. Although both environmental and non-environmental work experience may be used to scaffold team learning, they are used differently. Online PBL is a good fit for the Royal Roads University Learning and Teaching Model and may be used to provide some consistency across blended and online course content.<br>Graduate
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Kouvatsos, Demetres D., and Irfan U. Awan. "Entropy Maximisation and Open Queueing Networks with Priority and Blocking." 2003. http://hdl.handle.net/10454/3084.
Full textAbstract:
No<br>A review is carried out on the characterisation and algorithmic implementation of an extended product-form approximation, based on the principle of maximum entropy (ME), for a wide class of arbitrary finite capacity open queueing network models (QNMs) with service and space priorities. A single server finite capacity GE/GE/1/N queue with R (R>1) distinct priority classes, compound Poisson arrival processes (CPPs) with geometrically distributed batches and generalised exponential (GE) service times is analysed via entropy maximisation, subject to suitable GE-type queueing theoretic constraints, under preemptive resume (PR) and head-of-line (HOL) scheduling rules combined with complete buffer sharing (CBS) and partial buffer sharing (PBS) management schemes stipulating a sequence of buffer thresholds {N=(N1,¿,NR),0<Ni¿Ni¿1,i=2,¿,R}. The GE/GE/1/N queue is utilised, in conjunction with GE-type first two moment flow approximation formulae, as a cost-effective building block towards the establishment of a generic ME queue-by-queue decomposition algorithm for arbitrary open QNMs with space and service priorities under repetitive service blocking with random destination (RS-RD). Typical numerical results are included to illustrate the credibility of the ME algorithm against simulation for various network topologies and define experimentally pessimistic GE-type performance bounds. Remarks on the extensions of the ME algorithm to other types of blocking mechanisms, such as repetitive service blocking with fixed destination (RS-FD) and blocking-after-service (BAS), are included.