725 resultados para sexual assault, due process, student misconduct, university, adjudication
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Anaerobic digestion of food scraps has the potential to accomplish waste minimization, energy production, and compost or humus production. At Bucknell University, removal of food scraps from the waste stream could reduce municipal solid waste transportation costs and landfill tipping fees, and provide methane and humus for use on campus. To determine the suitability of food waste produced at Bucknell for high-solids anaerobic digestion (HSAD), a year-long characterization study was conducted. Physical and chemical properties, waste biodegradability, and annual production of biodegradable waste were assessed. Bucknell University food and landscape waste was digested at pilot-scale for over a year to test performance at low and high loading rates, ease of operation at 20% solids, benefits of codigestion of food and landscape waste, and toprovide digestate for studies to assess the curing needs of HSAD digestate. A laboratory-scale curing study was conducted to assess the curing duration required to reduce microbial activity, phytotoxicity, and odors to acceptable levels for subsequent use ofhumus. The characteristics of Bucknell University food and landscape waste were tested approximately weekly for one year, to determine chemical oxygen demand (COD), total solids (TS), volatile solids (VS), and biodegradability (from batch digestion studies). Fats, oil, and grease and total Kjeldahl nitrogen were also tested for some food waste samples. Based on the characterization and biodegradability studies, Bucknell University dining hall food waste is a good candidate for HSAD. During batch digestion studies Bucknell University food waste produced a mean of 288 mL CH4/g COD with a 95%confidence interval of 0.06 mL CH4/g COD. The addition of landscape waste for digestion increased methane production from both food and landscape waste; however, because the landscape waste biodegradability was extremely low the increase was small.Based on an informal waste audit, Bucknell could collect up to 100 tons of food waste from dining facilities each year. The pilot-scale high-solids anaerobic digestion study confirmed that digestion ofBucknell University food waste combined with landscape waste at a low organic loading rate (OLR) of 2 g COD/L reactor volume-day is feasible. During low OLR operation, stable reactor performance was demonstrated through monitoring of biogas production and composition, reactor total and volatile solids, total and soluble chemical oxygendemand, volatile fatty acid content, pH, and bicarbonate alkalinity. Low OLR HSAD of Bucknell University food waste and landscape waste combined produced 232 L CH4/kg COD and 229 L CH4/kg VS. When OLR was increased to high loading (15 g COD/L reactor volume-day) to assess maximum loading conditions, reactor performance became unstable due to ammonia accumulation and subsequent inhibition. The methaneproduction per unit COD also decreased (to 211 L CH4/kg COD fed), although methane production per unit VS increased (to 272 L CH4/kg VS fed). The degree of ammonia inhibition was investigated through respirometry in which reactor digestate was diluted and exposed to varying concentrations of ammonia. Treatments with low ammoniaconcentrations recovered quickly from ammonia inhibition within the reactor. The post-digestion curing process was studied at laboratory-scale, to provide a preliminary assessment of curing duration. Digestate was mixed with woodchips and incubated in an insulated container at 35 °C to simulate full-scale curing self-heatingconditions. Degree of digestate stabilization was determined through oxygen uptake rates, percent O2, temperature, volatile solids, and Solvita Maturity Index. Phytotoxicity was determined through observation of volatile fatty acid and ammonia concentrations.Stabilization of organics and elimination of phytotoxic compounds (after 10–15 days of curing) preceded significant reductions of volatile sulfur compounds (hydrogen sulfide, methanethiol, and dimethyl sulfide) after 15–20 days of curing. Bucknell University food waste has high biodegradability and is suitable for high-solids anaerobic digestion; however, it has a low C:N ratio which can result in ammonia accumulation under some operating conditions. The low biodegradability of Bucknell University landscape waste limits the amount of bioavailable carbon that it can contribute, making it unsuitable for use as a cosubstrate to increase the C:N ratio of food waste. Additional research is indicated to determine other cosubstrates with higher biodegradabilities that may allow successful HSAD of Bucknell University food waste at high OLRs. Some cosubstrates to investigate are office paper, field residues, or grease trap waste. A brief curing period of less than 3 weeks was sufficient to produce viable humus from digestate produced by low OLR HSAD of food and landscape waste.
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The Environmental Process and Simulation Center (EPSC) at Michigan Technological University started accommodating laboratories for an Environmental Engineering senior level class CEE 4509 Environmental Process and Simulation Laboratory since 2004. Even though the five units that exist in EPSC provide the students opportunities to have hands-on experiences with a wide range of water/wastewater treatment technologies, a key module was still missing for the student to experience a full cycle of treatment. This project fabricated a direct-filtration pilot system in EPSC and generated a laboratory manual for education purpose. Engineering applications such as clean bed head loss calculation, backwash flowrate determination, multimedia density calculation and run length prediction are included in the laboratory manual. The system was tested for one semester and modifications have been made both to the direct filtration unit and the laboratory manual. Future work is also proposed to further refine the module.
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This report shares my efforts in developing a solid unit of instruction that has a clear focus on student outcomes. I have been a teacher for 20 years and have been writing and revising curricula for much of that time. However, most has been developed without the benefit of current research on how students learn and did not focus on what and how students are learning. My journey as a teacher has involved a lot of trial and error. My traditional method of teaching is to look at the benchmarks (now content expectations) to see what needs to be covered. My unit consists of having students read the appropriate sections in the textbook, complete work sheets, watch a video, and take some notes. I try to include at least one hands-on activity, one or more quizzes, and the traditional end-of-unit test consisting mostly of multiple choice questions I find in the textbook. I try to be engaging, make the lessons fun, and hope that at the end of the unit my students get whatever concepts I‘ve presented so that we can move on to the next topic. I want to increase students‘ understanding of science concepts and their ability to connect understanding to the real-world. However, sometimes I feel that my lessons are missing something. For a long time I have wanted to develop a unit of instruction that I know is an effective tool for the teaching and learning of science. In this report, I describe my efforts to reform my curricula using the “Understanding by Design” process. I want to see if this style of curriculum design will help me be a more effective teacher and if it will lead to an increase in student learning. My hypothesis is that this new (for me) approach to teaching will lead to increased understanding of science concepts among students because it is based on purposefully thinking about learning targets based on “big ideas” in science. For my reformed curricula I incorporate lessons from several outstanding programs I‘ve been involved with including EpiCenter (Purdue University), Incorporated Research Institutions for Seismology (IRIS), the Master of Science Program in Applied Science Education at Michigan Technological University, and the Michigan Association for Computer Users in Learning (MACUL). In this report, I present the methodology on how I developed a new unit of instruction based on the Understanding by Design process. I present several lessons and learning plans I‘ve developed for the unit that follow the 5E Learning Cycle as appendices at the end of this report. I also include the results of pilot testing of one of lessons. Although the lesson I pilot-tested was not as successful in increasing student learning outcomes as I had anticipated, the development process I followed was helpful in that it required me to focus on important concepts. Conducting the pilot test was also helpful to me because it led me to identify ways in which I could improve upon the lesson in the future.
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Introduction and objectives Abdominal sonography is regarded as a quick and effective diagnostic tool for acute abdominal pain in emergency medicine. However, final diagnosis is usually based on a combination of various clinical examinations and radiography. The role of sonography in the decision making process at a hospital with advanced imaging capabilities versus a hospital with limited imaging capabilities but more experienced clinicians is unclear. The aim of this pilot study was to assess the relative importance of sonography and its influence on the clinical management of acute abdominal pain, at two Swiss hospitals, a university hospital (UH) and a rural hospital (RH). Methods 161 patients were prospectively examined clinically. Blood tests and sonography were performed in all patients. Patients younger than 18 years and patients with trauma were excluded. In both hospitals, the diagnosis before and after ultrasonography was registered in a protocol. Certainty of the diagnosis was expressed on a scale from 0% to 100%. The decision processes used to manage patients before and after they underwent sonography were compared. The diagnosis at discharge was compared to the diagnosis 2 – 6 weeks thereafter. Results Sensitivity, specificity and accuracy of sonography were high: 94%, 88% and 91%, respectively. At the UH, management after sonography changed in only 14% of cases, compared to 27% at the RH. Additional tests were more frequently added at the UH (30%) than at the RH (18%), but had no influence on the decision making process-whether to operate or not. At the UH, the diagnosis was missed in one (1%) patient, but in three (5%) patients at the RH. No significant difference was found between the two hospitals in frequency of management changes due to sonography or in the correctness of the diagnosis. Conclusion Knowing that sonography has high sensitivity, specificity and accuracy in the diagnosis of acute abdominal pain, one would assume it would be an important diagnostic tool, particularly at the RH, where tests/imaging studies are rare. However, our pilot study indicates that sonography provides important diagnostic information in only a minority of patients with acute abdominal pain. Sonography was more important at the rural hospital than at the university hospital. Further costly examinations are generally ordered for verification, but these additional tests change the final treatment plan in very few patients.
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Aims Phenotypic optimality models neglect genetics. However, especially when heterozygous genotypes ire fittest, evolving allele, genotype and phenotype frequencies may not correspond to predicted optima. This was not previously addressed for organisms with complex life histories. Methods Therefore, we modelled the evolution of a fitness-relevant trait of clonal plants, stolon internode length. We explored the likely case of air asymmetric unimodal fitness profile with three model types. In constant selection models (CSMs), which are gametic, but not spatially explicit, evolving allele frequencies in the one-locus and five-loci cases did not correspond to optimum stolon internode length predicted by the spatially explicit, but not gametic, phenotypic model. This deviation was due to the asymmetry of the fitness profile. Gametic, spatially explicit individual-based (SEIB) modeling allowed us relaxing the CSM assumptions of constant selection with exclusively sexual reproduction. Important findings For entirely vegetative or sexual reproduction, predictions. of the gametic SEIB model were close to the ones of spatially explicit CSMs gametic phenotypic models, hut for mixed modes of reproduction they appoximated those of gametic, not spatially explicit CSMs. Thus, in contrast to gametic SEIB models, phenotypic models and, especially for few loci, also CSMs can be very misleading. We conclude that the evolution of trails governed by few quantitative trait loci appears hardly predictable by simple models, that genetic algorithms aiming at technical optimization may actually, miss the optimum and that selection may lead to loci with smaller effects, in derived compared with ancestral lines.
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The effect of MGA in mixed pens of steers and heifers was evaluated over a three-year period at the ISU Armstrong Research Farm near Lewis, Iowa. Two pens of approximately 40 head were fed diets with or without MGA in each of three replications. Estrus and riding activity was monitored using the Heat Watchâ system. At slaughter, in addition to routine carcass data collection, a rib sample was collected from each carcass for tenderness evaluation. There was no effect on dry matter intake due to MGA treatment. Mixed-sex pens that were fed MGA were 4% more efficient than controls. MGA-fed steers gained similarly to control steers. MGA fed heifers gained 8% faster than control heifers. MGA highly reduced measures of estrus and riding activity throughout the feeding period. MGA feeding improved marbling and tenderness measured in both steers and heifers. These data suggest that MGA has potential to improve performance, quality grade and tenderness in mixed pens of steers and heifers.
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Every year around 100 million male piglets are castrated in the EU, usually without anaesthesia or post-operative analgesia. This surgical intervention is painful and stressful. Several main players within the pig industry have voluntarily agreed to end the practice of surgical pig castration in the EU by 2018. One alternative to castration is entire male pig production. However, entire males behave differently than castrates, for example, by performing more mounting behaviour, which is suggested to be a welfare problem. The aim of our study was to develop a comprehensive ethogram of different types of mounting and to investigate properties, causes and consequences of mounting behaviour in finishing pigs. The study included 80 entire male and 80 female pigs from two farrowing batches born six weeks apart. Mixed sex and single-sex housing of pigs are both common in pig farming, so to ensure our study was representative, the 160 pigs were assigned to social groups of 20 in three treatments: entire male pigs only (MM, 2 groups, n = 40), entire females only (FF, 2 groups, n = 40) and entire males and females mixed together (MF, 4 groups, n = 80). Measurements took place during the final six weeks before slaughter (between 63.5 and 105.5 kg). Observations of mounting behaviour on 12 days per batch suggested that: (i) males mounted more than females, (ii) within sex, there was no effect of treatment on the amount of mounting (although the statistical power of the study to detect these effects was low), and (iii) there were individual differences in mounting that were stable over time (within sex). Classification of mounting into different categories revealed that sexual mounting was most common overall and in males but only rare in females. Compared to other types of mounting (e.g. caused by crowding or during a fight), sexual mounts lasted longer and provoked more screaming by the recipient. There were no relationships between mounting behaviour on the one hand and dominance rank in food competition tests, the circulating levels of sex hormones (oestradiol, testosterone and progesterone) at the end of the study, the health scores (lameness and scratches) or weight gain on the other hand. The stable individual differences of mounting over time suggest that mounting behaviour is a trait of the individual rather than the appearance of random outbreaks. However, these differences in mounting cannot be explained by dominance behaviour or by differences in sex hormone concentrations that could indicate the onset of puberty. Mounting behaviour and in particular sexual mounting provoked high pitched screaming of the recipients indicating that mounting is a welfare problem. For the welfare assessment of entire male pig production the performance of mounting behaviour should be considered. (C) 2013 Elsevier B.V. All rights reserved.
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Lesions of the ventromedial prefrontal cortex can result in a deficient decision-making behavior. So far, most experimental results in the neuropsychological decision-making research have been obtained with gambling tasks. Due to their high complexity, it is difficult to evaluate the underlying processes of the decision-making deficits. The aim of this study was to assess if patients with ventromedial prefrontal damage compared to patients with dorsolateral prefrontal damage and controls show a deficit in an early stage of the decision-making process. Nine patients with ventromedial prefrontal damage, three with dorsolateral prefrontal damage, and eleven healthy controls were tested with a newly developed decision task in which they had to search actively for the information they needed for their decisions. Our results show that patients with ventromedial prefrontal damage compared to the brain-lesioned dorsolateral prefrontal control group and healthy controls searched less for information with regard to risk defusing operators or consequences of their decisions indicating impairment already in the early stage of the decision-making process.
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Hispanic teens are a high-risk population for initiation of early sexual activity and alcohol use which in turn has numerous social and health consequences. One strategy to address prevention of these behaviors is to implement a capacity building intervention that promotes parent child communication, encompasses their cultural values and community participation. This study describes the process evaluation of a pilot intervention program amongst Hispanic teens and their families living along the Texas-Mexico border. “Girls Lets Talk” is a small group intervention with 10-14 year old teens and their female adult family members that involves education regarding effects of alcohol use and sexual activity as well as activities for monitoring and refusal skills to prevent risky behaviors. Two waves of the program each consisting of at least seven mother daughter dyads were conducted. During the designing process, community advisory board meetings and focus groups were held to review course materials and ensure they were appropriate to the Mexican American culture. Parent and adolescent surveys were administered at the beginning and end of the intervention to assess for psychosocial outcome variables. All sessions received high mean satisfactory scores (mean of 4.00 or better on a five point scale) for both adult and adolescent participants. Qualitative feedback was obtained via debriefing sessions to evaluate experience as well as alter recruitment strategies. A Wilcoxon Sign Rank analysis of the pre and post intervention surveys was done that showed significant changes in some outcome variables such as intentions and confidence for monitoring behaviors for adults and beliefs regarding sexual activity. “Girls Lets Talk” is a promising example of how a process evaluation plan can help develop a theory based health promotion program using the community based participatory research approach. The intervention may also be effective in altering intentions and enhancing self-efficacy among parents and teens in order to decrease risky behaviors such as early sexual activity and alcohol use.^
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Problem: Medical and veterinary students memorize facts but then have difficulty applying those facts in clinical problem solving. Cognitive engineering research suggests that the inability of medical and veterinary students to infer concepts from facts may be due in part to specific features of how information is represented and organized in educational materials. First, physical separation of pieces of information may increase the cognitive load on the student. Second, information that is necessary but not explicitly stated may also contribute to the student’s cognitive load. Finally, the types of representations – textual or graphical – may also support or hinder the student’s learning process. This may explain why students have difficulty applying biomedical facts in clinical problem solving. Purpose: To test the hypothesis that three specific aspects of expository text – the patial distance between the facts needed to infer a rule, the explicitness of information, and the format of representation – affected the ability of students to solve clinical problems. Setting: The study was conducted in the parasitology laboratory of a college of veterinary medicine in Texas. Sample: The study subjects were a convenience sample consisting of 132 second-year veterinary students who matriculated in 2007. The age of this class upon admission ranged from 20-52, and the gender makeup of this class consisted of approximately 75% females and 25% males. Results: No statistically significant difference in student ability to solve clinical problems was found when relevant facts were placed in proximity, nor when an explicit rule was stated. Further, no statistically significant difference in student ability to solve clinical problems was found when students were given different representations of material, including tables and concept maps. Findings: The findings from this study indicate that the three properties investigated – proximity, explicitness, and representation – had no statistically significant effect on student learning as it relates to clinical problem-solving ability. However, ad hoc observations as well as findings from other researchers suggest that the subjects were probably using rote learning techniques such as memorization, and therefore were not attempting to infer relationships from the factual material in the interventions, unless they were specifically prompted to look for patterns. A serendipitous finding unrelated to the study hypothesis was that those subjects who correctly answered questions regarding functional (non-morphologic) properties, such as mode of transmission and intermediate host, at the family taxonomic level were significantly more likely to correctly answer clinical case scenarios than were subjects who did not correctly answer questions regarding functional properties. These findings suggest a strong relationship (p < .001) between well-organized knowledge of taxonomic functional properties and clinical problem solving ability. Recommendations: Further study should be undertaken investigating the relationship between knowledge of functional taxonomic properties and clinical problem solving ability. In addition, the effect of prompting students to look for patterns in instructional material, followed by the effect of factors that affect cognitive load such as proximity, explicitness, and representation, should be explored.
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En este trabajo se comunican los resultados preliminares de una investigación más amplia sobre desempeño y autopercepción en lectura y escritura de alumnos universitarios. Se trata en este caso de los resultados en comprensión verbal, dadas las relaciones que guarda con la comprensión lectora. Esta última constituye un aspecto crítico, particularmente en la construcción del modelo de situación , que se logra vía integración de la información proporcionada por el texto con el conocimiento previo relevante. Para su estudio se seleccionó una muestra piloto aleatoria de 60 alumnos de tercer año, de ambos sexos, de 23 años de edad promedio, a los que se les aplicó colectivamente las pruebas Vocabulario, Información y Analogías del WAIS III. Los resultados en el Índice de Comprensión Verbal muestran medidas de tendencia central semejantes a los de la muestra de tipificación y una dispersión menor, con casos particulares con puntuaciones en el límite inferior del promedio. Se hacen observaciones respecto del desempeño en población universitaria y sobre algunas particularidades acerca del tipo de errores en las respuestas proporcionadas, que merecen consideraciones adicionales. En principio indican ausencia e insuficiencia de información, confusiones conceptuales en algunos términos de uso relativamente frecuente y dificultades en la formación de conceptos, situación a ser atendida por sus implicaciones en el aprendizaje exitoso a partir de los textos.
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En este trabajo se comunican los resultados preliminares de una investigación más amplia sobre desempeño y autopercepción en lectura y escritura de alumnos universitarios. Se trata en este caso de los resultados en comprensión verbal, dadas las relaciones que guarda con la comprensión lectora. Esta última constituye un aspecto crítico, particularmente en la construcción del modelo de situación , que se logra vía integración de la información proporcionada por el texto con el conocimiento previo relevante. Para su estudio se seleccionó una muestra piloto aleatoria de 60 alumnos de tercer año, de ambos sexos, de 23 años de edad promedio, a los que se les aplicó colectivamente las pruebas Vocabulario, Información y Analogías del WAIS III. Los resultados en el Índice de Comprensión Verbal muestran medidas de tendencia central semejantes a los de la muestra de tipificación y una dispersión menor, con casos particulares con puntuaciones en el límite inferior del promedio. Se hacen observaciones respecto del desempeño en población universitaria y sobre algunas particularidades acerca del tipo de errores en las respuestas proporcionadas, que merecen consideraciones adicionales. En principio indican ausencia e insuficiencia de información, confusiones conceptuales en algunos términos de uso relativamente frecuente y dificultades en la formación de conceptos, situación a ser atendida por sus implicaciones en el aprendizaje exitoso a partir de los textos.