Electromagnetism: Interaction of Simulation and Real Lab Experiment

eLearning at universities is taking an increasingly larger part of academic teaching methodologies. In part this is caused by different pedagogical concepts behind interactive learning system, in part it is because of larger numbers of students that can be reached within one given course and, most important, actively integrated into the teaching process. We present here the development of a novel concept of teaching, allowing students to explore theoretical and experimental aspects of act of magnetic field on moving charge through real experiments and simulation. This problem is not only part of the basic education of physics students, but also element of the academic education of almost all engineers.

Coverage versus supply cost in facility location:physics of frustrated spin systems

A comprehensive coverage is crucial for communication, supply, and transportation networks, yet it is limited by the requirement of extensive infrastructure and heavy energy consumption. Here, we draw an analogy between spins in antiferromagnet and outlets in supply networks, and apply techniques from the studies of disordered systems to elucidate the effects of balancing the coverage and supply costs on the network behavior. A readily applicable, coverage optimization algorithm is derived. Simulation results show that magnetized and antiferromagnetic domains emerge and coexist to balance the need for coverage and energy saving. The scaling of parameters with system size agrees with the continuum approximation in two dimensions and the tree approximation in random graphs. Due to frustration caused by the competition between coverage and supply cost, a transition between easy and hard computation regimes is observed. We further suggest a local expansion approach to greatly simplify the message updates which shed light on simplifications in other problems. © 2014 American Physical Society.

Experiences on dynamic simulation software in chemical engineering education

Commercial process simulators are increasing interest in the chemical engineer education. In this paper, the use of commercial dynamic simulation software, D-SPICE® and K-Spice®, for three different chemical engineering courses is described and discussed. The courses cover the following topics: basic chemical engineering, operability and safety analysis and process control. User experiences from both teachers and students are presented. The benefits of dynamic simulation as an additional teaching tool are discussed and summarized. The experiences confirm that commercial dynamic simulators provide realistic training and can be successfully integrated into undergraduate and graduate teaching, laboratory courses and research. © 2012 The Institution of Chemical Engineers.

A Computer-Based Strategy for Practical Skills Teaching

An adaptive learning technology embedded in e-learning environments ensures choice of the structure, content, and activities for each individual learner according to the teaching team’s domain and didactic knowledge and skills. In this paper a computer-based scenario for application of an adaptive navigation technology is proposed and demonstrated on an example course topic.

A Didactic Model of Computer Supported Education in Higher Mathematics

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016

Characteristics of effective clinical and theory instructors as perceived by LPN to RN versus generic students in an associate degree nursing program

The purpose of this study was to compare the characteristics of effective clinical and theory instructors as perceived by LPN/RN versus generic students in an associate degree nursing program.^ Data were collected from 508 students during the 1996-7 academic year from three NLN accredited associate degree nursing programs. The researcher developed instrument consisted of three parts: (a) Whitehead Characteristics of Effective Clinical Instructor Rating Scale, (b) Whitehead Characteristics of Effective Theory Instructor Rating Scale, and (c) Demographic Data Sheet. The items were listed under five major categories identified in the review of the literature: (a) interpersonal relationships, (b) personality traits, (c) teaching practices, (d) knowledge and experience, and (e) evaluation procedures. The instrument was administered to LPN/RN students in their first semester and to generic students in the third semester of an associate degree nursing program.^ Data was analyzed using a one factor mutivariate analysis of variance (MANOVA). Further t tests were carried out to explore for possible differences between type of student and by group. Crosstabulations of the demographic data were analyzed.^ There were no significant differences found between the LPN/RN versus generic students on their perceptions of either effective theory or effective clinical instructor characteristics. There were significant differences between groups on several of the individual items. There was no significant interaction between group and ethnicity or group and age on the five major categories for either of the two instruments. There was a significant main effect of ethnicity on several of the individual items.^ The differences between the means and standard deviations on both instruments were small, suggesting that all of the characteristics listed for effective theory and clinical instructors were important to both groups of students. Effective teaching behaviors, as indicated on the survey instruments, should be taught to students in graduate teacher education programs. These behaviors should also be discussed by faculty coordinators supervising adjunct faculty. Nursing educators in associate degree nursing programs should understand theories of adult learning and implement instructional strategies to enhance minority student success. ^

Developing an enhanced model for combined heat and air infiltration energy simulation

The need for efficient, sustainable, and planned utilization of resources is ever more critical. In the U.S. alone, buildings consume 34.8 Quadrillion (1015) BTU of energy annually at a cost of $1.4 Trillion. Of this energy 58% is utilized for heating and air conditioning. ^ Several building energy analysis tools have been developed to assess energy demands and lifecycle energy costs in buildings. Such analyses are also essential for an efficient HVAC design that overcomes the pitfalls of an under/over-designed system. DOE-2 is among the most widely known full building energy analysis models. It also constitutes the simulation engine of other prominent software such as eQUEST, EnergyPro, PowerDOE. Therefore, it is essential that DOE-2 energy simulations be characterized by high accuracy. ^ Infiltration is an uncontrolled process through which outside air leaks into a building. Studies have estimated infiltration to account for up to 50% of a building's energy demand. This, considered alongside the annual cost of buildings energy consumption, reveals the costs of air infiltration. It also stresses the need that prominent building energy simulation engines accurately account for its impact. ^ In this research the relative accuracy of current air infiltration calculation methods is evaluated against an intricate Multiphysics Hygrothermal CFD building envelope analysis. The full-scale CFD analysis is based on a meticulous representation of cracking in building envelopes and on real-life conditions. The research found that even the most advanced current infiltration methods, including in DOE-2, are at up to 96.13% relative error versus CFD analysis. ^ An Enhanced Model for Combined Heat and Air Infiltration Simulation was developed. The model resulted in 91.6% improvement in relative accuracy over current models. It reduces error versus CFD analysis to less than 4.5% while requiring less than 1% of the time required for such a complex hygrothermal analysis. The algorithm used in our model was demonstrated to be easy to integrate into DOE-2 and other engines as a standalone method for evaluating infiltration heat loads. This will vastly increase the accuracy of such simulation engines while maintaining their speed and ease of use characteristics that make them very widely used in building design.^

The impact of income and social status on population health: a scenario based simulation for nursing students

The development of critical thinking and communication skills is an essential part of Baccalaureate and Practical Nursing education. Scenario-based simulation, a form of experiential learning, directly engages students in the learning process. This teaching learning method has been shown to increase students’ understanding of the influence of their personal beliefs and values when working with clients and to improve therapeutic communication and critical thinking skills. Students in both the BN (Collaborative) and PN Programs at the Centre for Nursing Studies demonstrate a strong theoretical understanding of the impact of income and social status on population health but often experience difficulty applying this knowledge to the clinical situations involving clients and families. The purpose of the project was to develop a scenario-based simulation activity to provide nursing students with first-hand experiences of the impact of income and social status on health service accessibility. A literature review and stakeholder consultations were conducted to inform the project. The findings of these initiatives and Kolb’s Experiential Learning Theory were used to guide all aspects of the project. This report is an account of how the income and social status simulation and its accompanying materials were developed. This project provided an excellent learning opportunity that demonstrated the use of advanced nursing competencies.

Affect-Based Effects of Simulation Games on Learning

Empirical evidence has demonstrated the benefits of using simulation games in enhancing learning especially in terms of cognitive gains. This is to be expected as the dynamism and non-linearity of simulation games are more cognitively demanding. However, the other effects of simulation games, specifically in terms of learners’ emotions, have not been given much attention and are under-investigated. This study aims to demonstrate that simulation games stimulate positive emotions from learners that help to enhance learning. The study finds that the affect-based constructs of interest, engagement and appreciation are positively correlated to learning. A stepwise multiple regression analysis shows that a model involving interest and engagement are significantly associated with learning. The emotions of learners should be considered in the development of curriculum, and the delivery of learning and teaching as positive emotions enhances learning.

Teaching down or learning up

Résumé : L'élément important que cette thèse sous-tend est que l'enseignement efficace n'est pas seulement constitué de techniques et de méthodologie, mais plutôt d'attitude et d'approche envers l'enseignement. Ceci ne veut pas nécessairement dire que plusieurs méthodes d'enseignement reçues dans un cours avec l'intention d'optimaliser les mécanismes de transmission et d'assimilation de la matière sont inappropriées. Cependant, l'absence de ce que nous pourrions définir comme un ton pédagogique est essentiel, c'est-à-dire, qu'une attitude positive à la productivité autant vis-à-vis de la matière à transmettre que vis-à-vis de l'individu impliqué dans "l'acte" de réception versus la découverte, aura davantage de succès. Toute autre méthode sera complètement inefficace, inaccessible, voire même inutile. D'emblée, dans l'hypothèse de départ, l'argument principal présente une attitude générale d'enseignement à divers échelons ; soit au niveau secondaire ou collégial qui est inappropriée, incomplète ou négative. En d'autres mots, cette approche thérapeutise l'éducation. Dans l'exercice de cette approche, l'enseignant ou l'enseignante adopte plutôt le rôle d'un thérapeute que celui d'un éducateur. De ce fait, le professeur en situation a une approche plutôt de thérapeute que celle de maître-précepteur et que la matière présentée est souvent diluée, et réduite à des niveaux d'apprentissage accompagnés de carences notoires et d'échecs académiques. Les attentes d'une performance dans le milieu académique sont souvent des plus modestes. Cette même tendance d'une éducation à la baisse est évidente aussi dans le processus d'évaluation. Il est certain que dans les disciplines non scientifiques, l'évaluation formative a grandement suivi l'évaluation normative conduisant le précepteur, tour à tour, dans une évaluation dormative dans laquelle l'effort et l'intention remplacent les aptitudes et les habilitées réelles. Si l'approche pédagogique est vraiment l'élément crucial de l'éducation, il Importe que l'approche générale influence le climat de l'éducation contemporaine, de fait, devienne un palliatif contre-productif souvent réhabilitant. De plus, cette pseudo-thérapie d'où d'écoule une attitude exigeante envers l'enseignant et l'apprenant dont le fondement est la reconnaissance des impératifs culturels qui en sont le reflet et le corps doit-être affirmé et transposé dans la réalité. Cette dernière comprend des attentes très poussées en ce qui concerne la performance en classe et aussi le respect de la matière qui contient la présentation routinière et fondamentale; renouveau intense du processus d'évaluation qui fournira des standards communs et des objectifs externes dans l'évaluation du travail de l'étudiant. Cette connaissance et domestication empirique que nous présente Vygotsky dans un climat contemporain qu'il a expliqué ces termes comme "des zones de développement proximales" basées sur la doctrine suivante que le bon apprentissage précède le développement et que conséquemment s'ensuit une pédagogie d'apprentissage plutôt qu'une pédagogie centrée sur l'apprenant. L'application significative de ces derniers principes ou de ces épistémologiques s'imbriquent dans une situation d'apprentissage ascentionnel dont la structure est détaillée et considérée par différentes perspectives de la recherche qui suit.||Abstract : The central tenet of this thesis is that effective teaching is not only and perhaps not primarily a matter of technique and methodology but of attitude and approach. This is not to say that diverse methods of classroom instruction intended to optimize the mechanics of transmission and the assimilation of data are inappropriate but that in the absence of what we might denominate as a certain pedagogical tone. that is, a productive attitude toward both the material to be conveyed and the individuel engaged in the 'act' of reception-and-discovery, even the most powerful methods will be differentially unavailing or, at best, inefficient. Given this initial assumption, the argument proceeds that the general attitude toward instruction currently in place at the secondary echelons, that is, on the high school and college levels, may be popularly represented as a 'teaching down' approach, in other words, as one which seeks to therapeuticize education. In practice this means that the teacher tends to manifest in situ more as a therapist than as a preceptor, that the material to be presented is frequently diluted or scaled down to perceived levels of cognitive (dis)ability (as is also the case with the rate of instruction), and that performance expectations in the current pedagogical milieu are commonly quite modest. The same downward trend is evident in assessment protocols as well. Certainly in the nonscientific disciplines, normative evaluation has been widely succeeded by formative evaluation, leading in turn to a peculiar kind of dormative evaluation in which intangibles such as effort and intention may deputize for realized ability. If pedagogical approach is indeed the crucial element in instruction, and if the general approach that pervades the contemporary climate of instruction is indeed counter-productively remedial or rehabilitory, that is, therapeutic, then it should follow that a more demanding attitude toward teaching and learning founded on the recognition of the culturel imperative which teaching both reflects and embodies needs to be re-affirmed and translated into practice. This latter would entail the maintenance of high expectations with regard to classroom performance, a respect for the material which precludes its routine mitigation or debasement, a renewed insistance on grading protocols that provide an external, 'objective' or communal standard against which the student's work can be measured, the empirical acknowledgment or domestication of what Vygotsky has termed "the zone of proximal development," based on the doctrine that good learning proceeds in advance of development, and conséquently, a learning-centered rather than learner-centered pedagogy. The meaningful application of this latter set of principles or epistemological gradients comprises the 'learning up' situation whose structure is excunined in some détail and considered from various perspectives in the ensuing.

Humor in mathematics teaching

HUMOR: OUR VIEW FOR MATHEMATICS TEACHING Our assumptions and context. Process humor and be able to produce is clearly a sign of intelligence, revealing, when done well, complex reasoning. Humor has an important social role, assuming as a cognitive experience that as well as creating a sense of well-being, predisposes people to work and can improve the productivity of that work. Mathematics is a discipline in which the reasoning occupies a very prominent place, both as a science as a school area. At the same time, students' interest for mathematics is not always the same and some have initially not very favorable feelings (Toh, 2009; Wanzer, Frymier & Irwin, 2010). Recent curriculum changes to the teaching of mathematics have been, in most countries of the world, showing the need for students to develop skills of critical nature, such as communication, thinking and problem solving along with the acquisition of mathematical knowledge. Also in Portugal, it is claimed the importance of promoting learning that combine the construction of mathematical knowledge with its use, when performing mathematical tasks and communicating mathematical ideas and mathematical reasoning. In the early years of schooling, corresponding to primary education in many countries, the use of texts such as short stories or comics, from which we can develop challenging mathematical tasks, is reported in the literature as having potential to promote learning specified in curricular documents (Wanzer, Frymier., & Irwin, 2010). In particular, some texts focus on mathematical topics in a humorous way and to be understood, students must develop their mathematical competence. The development of mathematical tasks from stories and other humorous presents big challenges to teachers (Flores & Moreno, 2011). Our questions. In this context, we put some questions: Primary teachers use in their classes tasks or situations that present, in a humorous way, mathematical ideas? What resources do they use? Also: How to select, adapt or build texts and tasks which have, in a humorous way, mathematical ideas with didactic potential for education in the early years of schooling? If the resources for this purpose have been produced and if teachers have been sensitized for their use, are they able to integrate them in their classes? Our intentions. This research project seeks to address these questions, focused on: (i ) assessment of teachers’ practices and underlying knowledge, resources available for the use of texts with mathematical ideas presented in a humorous way; (ii) selection, adaptation and construction of mathematical tasks from texts that present, in a humorous way, mathematical ideas with didactic potential in education for the early years of schooling; and ( iii ) integration and use, by primary school teachers, of texts that present , in a humorous way, contexts for the teaching of mathematics. So, the project is organized into three tasks and as a methodological design that combines qualitative elements with quantitative elements, the first one prevailing.

Object-Oriented Modeling Simulation and Control of Activated Sludge Process

Object-oriented modeling is spreading in current simulation of wastewater treatments plants through the use of the individual components of the process and its relations to define the underlying dynamic equations. In this paper, we describe the use of the free-software OpenModelica simulation environment for the object-oriented modeling of an activated sludge process under feedback control. The performance of the controlled system was analyzed both under normal conditions and in the presence of disturbances. The object-oriented described approach represents a valuable tool in teaching provides a practical insight in wastewater process control field.

Randomised controlled trial of short bursts of a potent topical corticosteroid versus prolonged use of a mild preparation for children with mild or moderate atopic eczema

Objective To determine whether a three day burst of a potent corticosteroid is more effective than a mild preparation used for seven days in children with mild or moderate atopic eczema. Design Randomised, double blind, parallel group study of 18 weeks' duration. Setting 13 general practices and a teaching hospital in the Nottingham area. Participants 174 children with mild or moderate atopic eczema recruited from general practices and 33 from a hospital outpatient clinic. Interventions 0.1% betamethasone valerate applied for three days followed by the base ointment for four days versus 1% hydrocortisone applied for seven days. Main outcome measures Primary outcomes were total number of scratch­free days and number of relapses. Secondary outcomes were median duration of relapses, number of undisturbed nights, disease severity (six area, six sign atopic dermatitis severity scale), scores on two quality of life measures (children's life quality index and dermatitis family impact questionnaire), and number of patients in whom treatment failed in each arm. Results No differences were found between the two groups. This was consistent for all outcomes. The median number of scratch­free days was 118.0 for the mild group and 117.5 for the potent group (difference 0.5, 95% confidence interval - 2.0 to 4.0, P = 0.53). The median number of relapses for both groups was 1.0. Both groups showed clinically important improvements in disease severity and quality of life compared with baseline. Conclusion A short burst of a potent topical corticosteroid is just as effective as prolonged use of a milder preparation for controlling mild or moderate atopic eczema in children.

Developing an Enhanced Model for Combined Heat and Air Infiltration Energy Simulation

The need for efficient, sustainable, and planned utilization of resources is ever more critical. In the U.S. alone, buildings consume 34.8 Quadrillion (1015) BTU of energy annually at a cost of $1.4 Trillion. Of this energy 58% is utilized for heating and air conditioning. Several building energy analysis tools have been developed to assess energy demands and lifecycle energy costs in buildings. Such analyses are also essential for an efficient HVAC design that overcomes the pitfalls of an under/over-designed system. DOE-2 is among the most widely known full building energy analysis models. It also constitutes the simulation engine of other prominent software such as eQUEST, EnergyPro, PowerDOE. Therefore, it is essential that DOE-2 energy simulations be characterized by high accuracy. Infiltration is an uncontrolled process through which outside air leaks into a building. Studies have estimated infiltration to account for up to 50% of a building’s energy demand. This, considered alongside the annual cost of buildings energy consumption, reveals the costs of air infiltration. It also stresses the need that prominent building energy simulation engines accurately account for its impact. In this research the relative accuracy of current air infiltration calculation methods is evaluated against an intricate Multiphysics Hygrothermal CFD building envelope analysis. The full-scale CFD analysis is based on a meticulous representation of cracking in building envelopes and on real-life conditions. The research found that even the most advanced current infiltration methods, including in DOE-2, are at up to 96.13% relative error versus CFD analysis. An Enhanced Model for Combined Heat and Air Infiltration Simulation was developed. The model resulted in 91.6% improvement in relative accuracy over current models. It reduces error versus CFD analysis to less than 4.5% while requiring less than 1% of the time required for such a complex hygrothermal analysis. The algorithm used in our model was demonstrated to be easy to integrate into DOE-2 and other engines as a standalone method for evaluating infiltration heat loads. This will vastly increase the accuracy of such simulation engines while maintaining their speed and ease of use characteristics that make them very widely used in building design.

Print versus digital texts: understanding the experimental research and challenging the dichotomies

This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based (‘traditional’) texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students’ level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance.