An International Electronic and Interactive Teaching and Life-Long Learning Platform for Gas Turbine Technology in the 21st Century

2000 ◽  
Vol 123 (3) ◽  
pp. 595-603 ◽  
Author(s):  
T. H. Fransson ◽  
F.-X. Hillion ◽  
E. Klein
Keyword(s):  
Gas Turbine ◽  
Background Information ◽  
Self Assessment ◽  
Electronic Learning ◽  
Life Long Learning ◽  
Learning Platform ◽  
New Material ◽  
University Level ◽  
Interactive Simulations

An interactive learning platform which sets a new standard for electronic learning of gas turbine technology in a global life-long learning perspective is presented (Fig. 1). The platform contains a theoretical section in the form of several pages for each chapter available, with a significant number of related interactive simulations, movies, animations, virtual laboratory exercises, virtual study visits and realistic case studies. A significant background information related to historical development in the field, a display of existing components, nomenclature, multi-lingual dictionary and keywords, as well as questions for self-assessment and exams, an electronic communication group and a database of the user’s “successes and failures,” enhance the learning process in a significant way. The program is intended as a platform for an international collaboration on learning heat and power technology. It can be used both in the classroom as well as for self-studies and is as such well adapted for both university and post-university learning, both on and off campus. Tools to facilitate the introduction of new material exist. It is thus hoped that teachers at different universities can join forces and in a noncompetitive way introduce material which can be shared, instead of developing similar simulations with somewhat different interfaces. The long-term goal of the learning platform is of course that users worldwide will have the possibility to access the best teaching material available from any specialist, and that this material will contain supplementary pedagogical information which will enhance the learning both at a university and a post-university level.

An International, Electronic and Interactive Teaching and Life-Long Learning Platform for Gas Turbine Technology in the 21st Century

2000 ◽  
Author(s):  
Torsten H. Fransson ◽  
François-Xavier Hillion ◽  
Eloi Klein
Keyword(s):  
Gas Turbine ◽  
Background Information ◽  
Self Assessment ◽  
Electronic Learning ◽  
Life Long Learning ◽  
Learning Platform ◽  
New Material ◽  
University Level ◽  
Interactive Simulations

An interactive learning platform which sets a new standard for electronic learning of gas turbine technology in a global life-long learning perspective is presented (Fig. 1). The platform contains a theoretical section in the form of several pages for each chapter available, with a significant number of related interactive simulations, movies, animations, virtual laboratory exercises, virtual study visits and realistic case studies. A significant background information related to historical development in the field, a display of existing components, nomenclature, multi-lingual dictionary and keywords, as well as questions for self-assessment and exams, an electronic communication group and a database of the user’s “successes and failures”, enhance the learning process in a significant way. The program is intended as a platform for an international collaboration on learning heat and power technology. It can be used both in the classroom as well as for self-studies and is as such well adapted for both university and post-university learning, both on and off campus. Tools to facilitate the introduction of new material exist. It is thus hoped that teachers at different universities can join forces and in a non-competitive way introduce material which can be shared, instead of developing similar simulations with somewhat different interfaces. The long-term goal of the learning platform is of course that users world-wide will have the possibility to access the best teaching material available from any specialist, and that this material will contain supplementary pedagogical information which will enhance the learning both at a university and a post-university level.

scholarly journals The Influence of Using Social Media as a Learning Platform by Bilingual and Multilingual Learners on English Speaking Skills

2020 ◽  
Vol 2 (2) ◽  
pp. 111
Author(s):  
Porawe Poramathikul ◽  
Nakibah Arwedo ◽  
Innas Abdulhakim ◽  
Pitchayaporn Wattanaruwangkowit
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Average Score ◽  
Self Assessment ◽  
Speaking Proficiency ◽  
Learning Platform ◽  
English Speaking ◽  
University Level ◽  
The University ◽  
Speaking Skills

This study aims to discover the influences of using social media on the English speaking skills. To fulfill this study’s goal, data was collected using questionnaires, self-assessment, and speaking tests. Participants of the study were 20 bilinguals and multilingual of any two or more languages that are currently studying English as a foreign language (EFL) at the university level in Thailand. The result from speaking proficiency self-assessment shows the perception of bilinguals and multilingual who perceived that they can speak English fluently than accurately. The average score of the self-assessment is 5.59 out of 9. The standard deviation (S.D.) of their score is 1.46. This score shows that the participants consider themselves as competent users of English according to the description from British Councils (2012). Only eight out of 20 or 40 percent of the participants think that they have reached the level of capable users of the English, while the other 60 percent of participants think that they have not reached that level. From this study, it has been found that bilingual and multilingual speakers often use social media for educational purposes.

scholarly journals Teaching Mathematics at Distance: A Challenge for Universities

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Rosalinda Cassibba ◽  
Daniela Ferrarello ◽  
Maria Flavia Mammana ◽  
Pasquale Musso ◽  
Mario Pennisi ◽  
...  
Keyword(s):  
Teaching Mathematics ◽  
State University ◽  
Distance Teaching ◽  
Face To Face ◽  
University Mathematics ◽  
Learning Platform ◽  
E Learning ◽  
University Level ◽  
Teaching Modality ◽  
The Way

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.

‘Psychosis of civilization’: a colonial-situated diagnosis

2020 ◽  
pp. 0957154X2096806
Author(s):  
Marianna Scarfone
Keyword(s):  
Clinical Case ◽  
Inner Life ◽  
Differential Approach ◽  
Psychiatric Institutions ◽  
New Material

In the late 1930s, when colonial psychiatry was well established in the Maghreb, the diagnosis ‘psychosis of civilization’ appeared in some psychiatrists’ writings. Through the clinical case of a Libyan woman treated by the Italian psychiatrist Angelo Bravi in Tripoli, this article explores its emergence and its specificity in a differential approach, and highlights its main characteristics. The term applied to subjects poised between two worlds: incapable of becoming ‘like’ Europeans – a goal to which they seem to aspire – but too far from their ‘ancestral habits’ to revert for a quiet life. The visits of these subjects to colonial psychiatric institutions, provided valuable new material for psychiatrists: to see how colonization impacted inner life and to raise awareness of the long-term socio-political dangers.

scholarly journals Efficacy of Self-Directed Learning in the Supracondylar Fracture Performance Improvement Module at an Academic Pediatric Orthopedic Institution

2018 ◽  
Vol 2018 ◽  
pp. 1-6 ◽  
Author(s):  
Eric W. Edmonds ◽  
John W. Kemppainen ◽  
Joanna H. Roocroft ◽  
John Munch ◽  
Tracey P. Bastrom
Keyword(s):  
Patient Outcomes ◽  
Supracondylar Fracture ◽  
The Self ◽  
Medical Society ◽  
Self Assessment ◽  
Life Long Learning ◽  
Junior Staff ◽  
Supracondylar Humerus Fractures ◽  
Significant Difference ◽  
Pediatric Orthopedic

Maintenance of certification (MOC) within a medical society requires continuing medical education that demonstrates life-long learning, cognitive expertise, and practice-based self-assessment. This prospective study sought to evaluate whether a self-directed Practice Improvement Module (PIM) would improve pediatric orthopedic patient outcomes, thus demonstrating evidence of life-long learning (Part II MOC credit) in treating supracondylar humerus fractures. Six surgeons and 113 patients were included. There was no significant difference in actual fracture outcome before or after PIM at any level of surgeon experience regarding radiographic appearance or need for reoperation (p>0.10). Junior staff demonstrated a statistically significant improvement in the percentage of time that marking the operative site was documented in the chart by the surgeon before (38%) and after (65%) PIM (p=0.02). The self-directed education portion of the supracondylar fracture PIM led to modest improvement in documentation habits among junior staff, without impact on overall patient outcomes. Therefore, the PIM appears to be less useful in providing evidence for life-long learning as it relates to surgical outcomes (Part II MOC/CME), yet, it may directly benefit practice-based self-assessment (Part IV MOC), and the self-assessment and Personal Improvement Plan may be the most important portion of the PIM to improve outcomes.

Long-term Outcome after Carpal Tunnel Decompression – A Prospective Randomised Study of the Indiana Tome and a Standard Limited Palmar Incision

2008 ◽  
Vol 33 (3) ◽  
pp. 332-336 ◽  
Author(s):  
T. R. CRESSWELL ◽  
C. HERAS-PALOU ◽  
M. J. BRADLEY ◽  
S. T. CHAMBERLAIN ◽  
R. H. HARTLEY ◽  
...  
Keyword(s):  
Carpal Tunnel ◽  
Randomised Trial ◽  
Open Group ◽  
Self Assessment ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Randomised Study ◽  
Functional Scores ◽  
Median Nerve Injury

This randomised trial compared the results of carpal tunnel decompression using the TM Indiana Tome (Biomet, Warsaw, Indiana, USA) and a standard limited palmar open incision. Two hundred patients were randomly selected to have a carpal tunnel decompression with either the Indiana Tome or a limited palmar technique. They were assessed clinically for 3 months and using the Levine–Katz self-assessment evaluation for 7 years. After 7 years, there were 62 returned questionnaires from the open group and 53 from the Tome group. There were no significant differences in functional scores, pain, scar tenderness, pinch and grip strength at 3 months. There were two complications in the open group and nine in the Tome group, including one median nerve injury. There was both a higher rate of immediate complications, and more recurrences and persisting symptoms at 7 years in the Indiana Tome group.

A Comparative Study of Data and Physically Based Gas Turbine Modeling for Long-Term Monitoring Scenarios: Part II — Emission Prediction Utilizing Different Levels of Design Information

2018 ◽  
Author(s):  
Moritz Lipperheide ◽  
Thomas Bexten ◽  
Manfred Wirsum ◽  
Martin Gassner ◽  
Stefano Bernero
Keyword(s):  
Gas Turbine ◽  
A Priori ◽  
Model Development ◽  
Fine Tuning ◽  
Plant Operator ◽  
Engine Model ◽  
Physically Based ◽  
Design Type ◽  
The Impact

Reliable engine and emission models allow for an online monitoring of commercial gas turbine operation and help the plant operator and the original equipment manufacturer (OEM) to ensure emission compliance of the aging engine. However, model development and validation require fine-tuning on the particular engines, which may differ in a fleet of a single design type by production, assembly and aging status. For this purpose, Artificial Neural Networks (ANN) offer a good and fast alternative to traditional physically-based engine modeling, because the model creation and adaption is merely an automatized process in commercially available software environments. However, ANN performance depends strongly on the availability of suitable data and a-priori data processing. The present work investigates the impact of specific engine information from the OEM’s design tools on ANN performance. As an alternative to a strictly data-based benchmark approach, engine characteristics were incorporated into ANNs by a pre-processing of the raw measurements with a simplified engine model. The resulting ‘virtual’ measurements, i.e. hot gas temperatures, then served as inputs to ANN training and application during long-term gas turbine operation. When processed input parameters were used for ANNs, overall long-term NOx prediction improved by 55%, and CO prediction by 16% in terms of RMSE, yielding comparable overall RMSE values to the physically-based model.

Development and validation of a tool for patient reporting of symptoms and signs of the post-thrombotic syndrome

2016 ◽  
Vol 115 (02) ◽  
pp. 361-367 ◽  
Author(s):  
Kristin Kornelia Utne ◽  
Waleed Ghanima ◽  
Siv Foyn ◽  
Susan Kahn ◽  
Per Morten Sandset ◽  
...  
Keyword(s):  
Reference Method ◽  
Patient Reporting ◽  
Self Assessment ◽  
Post Thrombotic Syndrome ◽  
Supplementary Material ◽  
Development And Validation ◽  
Kappa Agreement ◽  
Symptoms And Signs ◽  
Patient Self Assessment

SummaryPost-thrombotic syndrome (PTS) is a long-term complication of deepvein thrombosis (DVT). The Villalta scale is the recommended tool for diagnosing PTS, but requires a clinician’s assessment in addition to patient self-assessment. In the present study, we validated a self-administered tool for patient reporting of leg symptoms and signs as a mean to assess PTS. We first validated a form for patient self-reported Villalta (PRV1), then developed and validated a visually assisted form (PRV2). The validity of PRV1 and PRV2 was assessed in patients diagnosed with DVT between 2004 and 2012. Median time from DVT to inclusion was 5.1 and 3.5 years for PRV1 (n=162) and PRV2 (n=94), respectively. Patients were requested to complete the PRV form before a scheduled visit. PTS diagnosed by the original Villalta scale during the visit served as the reference method. PRV1 showed only moderate agreement for diagnosing PTS compared with the original Villalta scale (kappa agreement 0.60, 95 % CI 0.48–0.72), whereas PRV2 showed very good agreement (0.82, 95 % CI 0.71–0.94). In the validation of PRV2, PTS was diagnosed in 54 (57 %) patients according to the original Villalta scale and in 60 (64 %) by PRV2. The sensitivity of PRV2 to detect PTS was 98 % and the specificity was 83 %. We conclude that the visually assisted form for PRV is a valid and sensitive tool for diagnosing PTS. Such a tool could be applied in further clinical studies of PTS, making studies less resource demanding by reducing the need for in-person clinic visits.Supplementary Material to this article is available online at www.thrombosis-online.com.

Sign in / Sign up

Export Citation Format

Share Document