Comparison of simulation-based human thorax impact response with volunteer impact

2006 ◽  
Vol 39 ◽  
pp. S157
Author(s):  
J. Ruan ◽  
R. El-Jawahri ◽  
S. Barbat ◽  
P. Prasad
1973 ◽  
pp. 201-245 ◽  
Author(s):  
T. E. Lobdell ◽  
C. K. Kroell ◽  
D. C. Schneider ◽  
W. E. Hering ◽  
A. M. Nahum
Keyword(s):  

2013 ◽  
Vol 748 ◽  
pp. 655-658 ◽  
Author(s):  
Shi Hong Yue ◽  
Jin Xin Zhang ◽  
Xiu Juan Bao

In electrical resistance tomography (ERT), one of the main reasons for poor quality of reconstructed image is ill-posed property of the inverse problem. In order to improve image quality, one of the feasible methods is to incorporate prior information. Based on conventional Tikhonov regularization method to reconstruct ERT image, the regularization matrix, combined with prior information vector, was proposed. The prior information included the structure property of human thorax, conductivity distribution information of organs and other dynamic information during the respiration process. The research results indicated that the proposed method can enhance the spatial resolution of the reconstructed images, and reduced the trail traces of the investigated objectives. It is promising in detecting and monitoring regional lung ventilation change by means of the ERT system with a proper imaging method.


2009 ◽  
Vol 23 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Astrid Wichmann ◽  
Detlev Leutner

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.


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