The Brazilian Experience With the Use of the Shield Wire Line Technology (SWL) for Energy Distribution

This paper presents an analysis of the impact of the lightning overvoltages on the operational performance of the energized shield wire line technology (SWL) implemented in two locations of the State of Rondonia, Brazil. The analysis covers the periods of 1996 to 2000 (SWL Jaru) and 1997 to 2002 (SWL Itapua do Oeste), and shows that lightning is responsible for most of the system outages. The paper describes the satisfactory results achieved with the system, showing that the isolation and energization of the shield wires does not deteriorate the lightning performance of the 230 kV transmission lines. Comparisons between the performances of the SWL technology, conventional 34.5 kV lines, and thermal power plants in operation in the same region are also presented. The results demonstrate the technical and economical viability of the SWL technology and show that its application can lead to a postponement of investments.

Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention

Abstract Background Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students. Methods Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students’ prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students’ performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions. Results Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions. Conclusions The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students’ short and long-term knowledge retention.