An Investigation Into the Effectiveness of an Algorithmic Approach to Teaching Functional Modeling

2013 ◽  
Author(s):  
Robert L. Nagel ◽  
Matt R. Bohm ◽  
Julie S. Linsey
Keyword(s):  
Engineering Design ◽  
Positive Impact ◽  
Functional Model ◽  
Preliminary Evidence ◽  
Algorithmic Approach ◽  
Functional Models ◽  
Grammar Rules ◽  
Approach To Teaching ◽  
Teaching Function

The consideration of function is prevalent across numerous domains as a technique allowing complex problems to be abstracted into a form more readily solvable. In engineering design, functional models tend to be of a more generalized nature describing what a system should do based on customer needs, target specifications, objectives, and constraints. While the value of function in engineering design seems to be generally recognized, it remains a difficult concept to teach to engineering design students. In this paper, a study on the effectiveness of an algorithmic approach for teaching function and functional model generation is presented. This paper is a follow-up on to the 2012 ASME IDETC paper, An Algorithmic Approach to Teaching Functionality. This algorithmic approach uses a series of grammar rules to assemble function chains which then can be aggregated into a complete functional model. In this paper, the results of a study using the algorithmic approach at Texas A&M in a graduate level design course are presented. The analysis of the results is discussed, and the preliminary evidence shows promise toward supporting our hypothesis that the algorithmic approach has a positive impact on student learning.

An Algorithmic Approach to Teaching Functionality

2012 ◽  
Author(s):  
Robert L. Nagel ◽  
Matt R. Bohm ◽  
Josh Cole ◽  
Phillip Shepard
Keyword(s):  
Engineering Design ◽  
Functional Model ◽  
Black Box ◽  
Integrated System ◽  
Box Model ◽  
System Level ◽  
Algorithmic Approach ◽  
Functional Models ◽  
Grammar Rules ◽  
Approach To Teaching

The consideration of function is prevalent across numerous domains as a technique allowing complex problems to be abstracted into a form more readily solvable. In engineering design, functional models tend to be of a more generalized nature, and consequently, engineering design derived functional representations do not aim to replace domain specific models but to encapsulate those models at a higher and more integrated system level. While the value of function in engineering design seems to be generally recognized, it remains a difficult concept to teach to students of engineering design. In this paper, an algorithmic approach to teaching function and functional model generation is presented. The approach uses a series of grammar rules to assemble function chains from a list of enumerated functions desired of the final product. Function chains can then be aggregated into a complete functional model. The approach has been trialed with senior capstone design students taught about functionality as well as how to generate a black box model and how to enumerate functions. Student-generated functional models are compared to expert generated functional models in the paper. Preliminary results indicate that a student with limited functional modeling experience could follow the prescribed algorithm to generate an aggregated functional model based solely on a black box model.

Improving Students' Functional Modeling Skills: A Modeling Approach and a Scoring Rubric

2015 ◽  
Vol 137 (5) ◽  
Author(s):  
Robert L. Nagel ◽  
Matt R. Bohm ◽  
Julie S. Linsey ◽  
Marie K. Riggs
Keyword(s):  
Engineering Design ◽  
Functional Model ◽  
Concept Generation ◽  
Functional Modeling ◽  
Generate Functional ◽  
Algorithmic Approach ◽  
Functional Models ◽  
Grammar Rules ◽  
Students First ◽  
Scoring Rubric

An engineering design curriculum that introduces functional modeling methods is believed to enhance the ability to abstract complex systems, assist during the concept generation phase of design, and reduce design fixation. To that end, a variety of techniques for considering function during design have been proposed in the literature, yet there are a lack of validated approaches for teaching students to generate functional models and no reliable method for the assessment of functional models. This paper presents a study investigating students' ability to generate functional models during a homework assignment; the study includes three different treatment conditions: (1) students who receive only a lecture on functional modeling, (2) students who receive a lecture on functional modeling as well as a step-by-step example, and (3) students who receive a lecture, a step-by-step example, and an algorithmic approach with grammar rules. The experiment was conducted in a cornerstone, undergraduate engineering design course, and consequently, was the students' first exposure to functional modeling. To assess student generated functional models across all three conditions, an 18 question functional model scoring rubric was developed based on flow-based functional modeling standards. Use of the rubric to assess the student generated functional models resulted in high inter-rater agreement for total score. Results show that students receiving the step-by-step example perform as well as students receiving the step-by-step example and an algorithmic approach with grammar rules; both groups perform better than the lecture-only group.

Knowledge Retention and Scoring Metrics for Functional Modeling in an Engineering Design Context

2016 ◽  
Author(s):  
Marie Riggs ◽  
Philip Mountain ◽  
Robert L. Nagel ◽  
Matt R. Bohm ◽  
Julie S. Linsey
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Knowledge Retention ◽  
Functional Modeling ◽  
Design Synthesis ◽  
Functional Models ◽  
Data Points ◽  
Design Skills ◽  
Teaching Function ◽  
The Impact

Functional modeling as a design methodology is often covered in engineering design texts as a tool for transforming “customer speak” into “engineering speak.” There is little to no empirical data, though, that clearly demonstrates that learning functional modeling actually improves students’ engineering design skills. The overall objective of this project is to determine the impact of teaching function on engineering students’ design synthesis abilities. This paper focuses on preliminary data collected as a part of the longitudinal study. Students were asked to generate functional models of functionally similar systems at two points during an engineering design course: (1) once as a homework assignment immediately following the introduction of the topic and (2) again as a low stakes in-class activity seven weeks later. This paper will present the comparison of models created at both data points. Student models at each time point are analyzed using a validated 18-question rubric. The results provide promise that, in general, students retain their modeling ability, but there are noted characteristic differences between homework-generated functional models and those generated later in the semester during an in-class activity. These characteristics will be discussed as will potential improvements to the scoring rubric.

Functional Modeling Experimental Studies

2001 ◽  
Author(s):  
Mark A. Kurfman ◽  
Robert B. Stone ◽  
Jagan R. Rajan ◽  
Kristin L. Wood
Keyword(s):  
Engineering Design ◽  
Functional Model ◽  
Experimental Studies ◽  
Design Engineering ◽  
Functional Modeling ◽  
Skill Levels ◽  
Functional Models ◽  
New Methodologies ◽  
Model Derivation ◽  
Derivation Method

Abstract As more design methodologies are researched and developed, the question arises as to whether these new methodologies are actually advancing the field of engineering design or instead cluttering the field with more theories. There is a critical need to test new methodologies for their contribution to the field of design engineering. This paper presents the results of research attempts to substantiate repeatability claims of the functional model derivation method. Three experiments are constructed and carried out with a participant pool that possesses a range of engineering design skill levels. The experiments test the utility of the functional model derivation method to produce repeatable functional models for a given product among different designers. Results indicate the method is largely successful and identify its key strengths as well as opportunities for improvement.

A Semantic Framework to Integrate Healthcare and Clinical Knowledge in Medical Device Innovation and Design

2014 ◽  
Author(s):  
Thomas J. Hagedorn ◽  
Ian R. Grosse ◽  
Sundar Krishnamurty ◽  
Jack C. Wileden
Keyword(s):  
Engineering Design ◽  
Medical Device ◽  
Functional Model ◽  
Medical Knowledge ◽  
Medical Procedure ◽  
Clinical Knowledge ◽  
Functional Basis ◽  
Functional Models ◽  
Effective Transfer ◽  
Early Phases

Within the medical field, there has been significant progress in the development of ontologies and their subsequent use to represent and utilize knowledge more effectively. These have culminated in the creation of large, curated medical ontologies for use in a wide array of applications, as well as higher level frameworks to organize and mitigate conflicts between disparate ontologies. While the engineering field has not been a similar progress in developing and adopting curated ontologies, there has been extensive research into how to effectively use semantic frameworks in engineering knowledge management and design in general, and specifically for the effective creation and documentation of functional basis models. Functional models are a useful tool in the early phases of product design, as they can help more effectively define goals and represent how a product must behave to accomplish these goals. In the specific realm of medical device design however, this process is complicated by a number of factors, including the complexity of the healthcare system and clinical knowledge, as well as a lack of domain specific expertise in the engineering field. Because of these challenges, effective transfer of information from medical domain experts to an engineering context and subsequent utilization of this information are essential to the success of a medical device innovation project. Despite the magnitude and importance of this challenge, few tools exist to help designers record, contextualize, and utilize medical knowledge for the specific purpose of engineering design. In this paper, we present a framework for directly integrating clinical knowledge relating to medical science and practice into the early phases of the engineering process to assist in medical device innovation and design. To accomplish this, existing medical and engineering ontologies were researched, obtained, and interlinked so as to explicitly tie functional models of medical device designs to the underlying medical clinical knowledge and procedures that define a product’s operational environment. The result is a framework that unifies the knowledge embodied in large medical ontologies with the functional basis ontology. This integration facilitates the effective preservation and use of medical knowledge in functional model creation and in the engineering design innovation process in general. To demonstrate the potential usefulness of this framework, we present a simple example of how our framework can be used to associate a functional model with a deconstructed medical procedure, thus enabling the seamless integration of a medical perspective directly into an engineering model.

scholarly journals Use of tape for the management of hypertrophic scar development: A comprehensive review

2021 ◽  
Vol 7 ◽  
pp. 205951312110292 ◽  
Author(s):  
Sarah O’Reilly ◽  
Erin Crofton ◽  
Jason Brown ◽  
Jennifer Strong ◽  
Jenny Ziviani
Keyword(s):  
Hypertrophic Scar ◽  
Wound Closure ◽  
Positive Impact ◽  
Formal Analysis ◽  
Healing Process ◽  
Preliminary Evidence ◽  
Scar Formation ◽  
Comprehensive Review ◽  
Mesh Terms ◽  
Scar Management

Introduction: Tapes have been used to aid fresh wound closure. For hypertrophic scars, the use of tapes as a therapy to reduce the mechanical forces that stimulate excessive and long-term scarring is yet to be evaluated. The aim of this comprehensive review was to explore the current clinical application of tapes, as a minimally invasive option, as purposed specifically for the management of hypertrophic scarring, regardless of scar causation. Method: Databases were searched using MeSH terms including one identifier for hypertrophic scar and one for the intervention of taping. Studies included the following: patients who received tape for a minimum of 12 weeks as a method of wound closure specifically for the purpose of scar prevention; those who received tape as a method of scar management after scar formation; reported outcomes addressing subjective and/or objective scar appearance; and were available in English. Results: With respect to non-stretch tapes, their use for the prevention of linear surgical scarring is evident in reducing scar characteristics of height, colour and itch. Statistically significant results were found in median scar width, reduction in procedure times and overall scar rating. Tapes were predominately applied by participants themselves, and incidence of irritation was infrequently reported. After 12 months, significance with respect to scar pain, itch, thickness and overall scar elevation was reported in one study investigating paper tape. Two papers reported the use of high stretch tapes; however, subjective results limited formal analysis. Although the use of taping for abnormal hypertrophic scar management is in its infancy, emerging research indicates tapes with an element of stretch may have a positive impact. Conclusions: Non-stretch tapes, for the prevention of linear surgical scarring, are effective in reducing scar characteristics of height, colour and itch. Paper tapes have shown effectiveness when applied during wound remodelling or even on mature scarring, with reported subjective changes in scar colour, thickness and pliability. Preliminary evidence of the benefits of high-stretch, elasticised tapes for scar management in the remodelling phase of wound healing have also been reported. Lay Summary Patients are often concerned about unsightly scars that form on their bodies after trauma, especially burn injuries. These scars can be thick, red and raised on the skin, and can impact on the patient’s quality of life. For some scars, the process of skin thickening continues for up to two years after an injury. Unfortunately, scar formation is a part of the body’s healing process, whereby there is a constant pull or tension under and along the skin’s surface. The use of simple tapes, such as microporetm, to help with wound closure are sometimes used as a therapy to reduce the tension on the skin’s surface when a wound is healing to minimise scar formation. However, the effectiveness of taping has not been proven. This paper looks at the available evidence to support the use of taping to reduce scar features of height, thickness and colour. Initial evidence of mixed levels, suggests some benefits of tapes for scar management and show preliminary efficacy for reduction of scar height, thickness and colour. More research is required to determine the direct impact, comparison to other treatments available and patient viewpoint for this therapy.

Evaluation of ‘the R-Model’ crisis intervention de-escalation training for law enforcement

2019 ◽  
Vol 93 (4) ◽  
pp. 271-289 ◽  
Author(s):  
Jillian Peterson ◽  
James Densley ◽  
Gina Erickson
Keyword(s):  
Law Enforcement ◽  
Crisis Intervention ◽  
Health Resources ◽  
Police Department ◽  
Preliminary Evidence ◽  
Outcome Evaluation ◽  
Calls For Service ◽  
Model Research ◽  
One Year

This study presents findings from a process and outcome evaluation of a custom crisis intervention and de-escalation training for law enforcement, delivered in-house to a suburban Minnesota police department (the R-Model: Research, Respond, Refer). Individual officer survey data showed the R-Model significantly decreased stigma and increased self-reported knowledge of mental health resources over baseline. Knowledge of resources held at the 4-month follow-up. One-year follow-up data at the agency level, showed decreases in the number of crisis calls for service and the number of repeat calls to the same addresses, even when compared to crisis call rates at similar police departments. Findings provide preliminary evidence that the R-Model may be an effective model that warrants additional study.

scholarly journals Providing Antismoking Socialization to Children After Quitting Smoking: Does It Help Parents Stay Quit?

2017 ◽  
Vol 32 (5) ◽  
pp. 1257-1263 ◽  
Author(s):  
Kim A. Hayes ◽  
Christine Jackson ◽  
Denise M. Dickinson ◽  
Audra L. Miller
Keyword(s):  
New York ◽  
Controlled Trial ◽  
Preliminary Evidence ◽  
Parenting Program ◽  
Smoking History ◽  
Group Differences ◽  
Quit Smoking ◽  
Home Based ◽  
Quitting Smoking

Purpose: To test whether an antismoking parenting program provided to parents who had quit smoking for ≥24 hours increased parents’ likelihood of remaining abstinent 2 and 3 years postbaseline. Design: Two-group randomized controlled trial with 3-year follow-up. Setting: Eleven states (Colorado, Indiana, Michigan, Minnesota, Montana, New York, Ohio, Pennsylvania, South Dakota, Utah, and Vermont). Participants: Five hundred seventy-seven adults (286 treatment and 291 control) who had smoked ≥10 cigarettes daily at baseline, had quit smoking for ≥24 hours after calling a Quitline, and were parents of an 8- to 10-year-old child; 358 (62%) completed the 2-year follow-up interview, and 304 (53%) completed the 3-year follow-up interview. Intervention: Theory-driven, home-based, self-help parenting program. Measures: Sociodemographic, smoking history, and 30-day point prevalence. Analysis: Multivariable regression analyses tested for group differences in 30-day abstinence. Attriters were coded as having relapsed. Results: Between-group differences in abstinence rates were 5.6% and 5.9% at 2 and 3 years, respectively. Treatment group parents had greater odds of abstinence, an effect that was significant only at the latter time point (odds ratio [OR] = 1.49, P = .075 at 2 years; OR = 1.70, P = .026 at 3 years). Conclusions: This study obtained preliminary evidence that engaging parents who recently quit smoking as agents of antismoking socialization of children has the potential to reduce the long-term odds of relapse.

scholarly journals Preliminary Evidence of Children’s Weight Gain From 5 Months of Home Quarantine During the COVID-19 Pandemic

2021 ◽  
pp. 155982762110066
Author(s):  
Keith Brazendale ◽  
Jeanette Garcia ◽  
Ethan T. Hunt ◽  
Michael Blankenship ◽  
Daniel Eisenstein ◽  
...  
Keyword(s):  
Weight Status ◽  
Preventive Measures ◽  
Preliminary Evidence ◽  
Normal Weight ◽  
Preventative Measures ◽  
Significant Difference ◽  
The Impact ◽  
Weight Data ◽  
Overweight Or Obesity

Purpose. Preventive measures to curtail the spread of the Coronavirus Disease 2019 (COVID-19)—such as home quarantine, closure of schools/programs—are necessary, yet the impact of these restrictions on children’s weight status is unknown. The purpose of this case report was to investigate changes in children’s body mass index (BMI) and zBMI during COVID-19 quarantine. Methods. Children had their heights and weights recorded early March 2020 (pre-COVID-19) and 5 months later (early August 2020). Paired sample t tests examined changes in BMI and zBMI from baseline to follow-up. Results. Twenty-nine children (62% female; mean age 9.3 years; 27.5% with overweight or obesity) provided height and weight data at both time points. There was a significant difference in pre-COVID-19 BMI (mean [M] = 20.1, standard deviation [SD] = 6.0) and follow-up BMI (M = 20.7, SD = 6.4); t(57) = −3.8, P < .001, and pre-COVID-19 zBMI (M = 0.8, SD = 0.9) and follow-up zBMI (M = 0.9, SD = 0.9); t(57) = -3.1, P = .003. Five of the 29 children moved from normal weight to overweight (n = 4) or obese (n = 1) during 5 months of quarantine. Conclusions. Preliminary evidence shows most children increased their BMI and zBMI values from pre-COVID-19 assessment to the follow-up assessment, 5 months later. These initial findings identify potential incidental negative health consequences of children as a result of COVID-19 preventative measures such as home quarantine.

The Flash Technique in a Low-Intensity Group Trauma Intervention for Healthcare Providers Impacted by COVID-19 Patients

2021 ◽  
pp. EMDR-D-20-00053
Author(s):  
Philip E. Manfield ◽  
Lewis Engel ◽  
Ricky Greenwald ◽  
David G. Bullard
Keyword(s):  
Group Intervention ◽  
Healthcare Providers ◽  
Preliminary Evidence ◽  
Effect Sizes ◽  
Traumatic Memories ◽  
Low Intensity ◽  
Before And After ◽  
Flash Technique ◽  
Rapid Relief

The flash technique (FT) is a low-intensity individual or group intervention that appears to rapidly lessen the distress of disturbing and traumatic memories. This paper reports on the safety and effectiveness of group FT with 77 healthcare providers and 98 psychotherapists impacted by working with COVID-19 patients. One-hour webinars included 30 minutes of psychoeducation and two guided 15-minute FT interventions, focused on participants’ most distressing pandemic-related memory. Before and after each 15-minute FT intervention, they rated that memory using the 11-point zero-to-ten subjective units of disturbance (SUD) scale. Results from both interventions were highly significant with large effect sizes (p < .001, Hedges’ g = 2.01, Hedges’ g = 2.39). No adverse reactions were reported. For 35 participants who processed the same memory in both interventions, the pre–post SUD scores from the beginning of intervention #1 to the end of intervention #2 showed a significant reduction with a large effect size (p < .001, Hedges’ g = 3.80). For this group, both intervention #1 and intervention #2 showed significant reductions with large effect sizes (p < .001, Hedges’ g = 2.00) (p < .001, Hedges’ g = 1.18). Follow-up SUD scores were obtained from 58 participants, with the mean disturbance level showing a significant further decrease. These findings provide preliminary evidence that group FT appears to safely provide rapid relief from disturbing memories. FT merits further research.

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