Statistical evaluation of bioretention system for hydrologic performance

2015 ◽  
Vol 71 (11) ◽  
pp. 1742-1749 ◽  
Author(s):  
Z. Y. Li ◽  
K. M. Lam
Keyword(s):  
Hong Kong ◽  
Hydraulic Conductivity ◽  
Area Ratio ◽  
Retention Performance ◽  
Watershed Area ◽  
Bioretention System ◽  
Term Retention ◽  
Soil Media ◽  
Long Term Retention

Long-term retention performance is a common performance indicator for low-impact development practices, such as rain barrels, rain gardens, and green roofs. This paper introduces a numerical approach for the estimation of annual retention ratios of stormwater by bioretention. The annual retention ratio is taken as the ratio of the annual accumulated volume of stormwater retained by bioretention over the total volume of runoff draining into the system. The hydrologic model Storm Water Management Model (SWMM) is used to simulate the relevant flows of a bioretention system with parametric variations of the watershed area ratio and hydraulic conductivity of the soil media. Under these two dominant performance-governing parameters, retention ratios are calculated using the 10-year (2004–2013) rainfall record in Hong Kong at 1-min intervals. This indicator can be readily applied to estimate the long-term retention performance of a bioretention using particular values of watershed area ratio and hydraulic conductivity of soil media under the climate of Hong Kong. The study also analyzes the influence of variation of annual precipitation on the estimated retention performance. Flow data monitored on a pilot-scale physical model of bioretention during a number of rainfall events are used to validate the numerical simulation.

scholarly journals Prevalence, Safety and Long-Term Retention Rates of Biologics in Hong Kong from 2001 to 2015

Drug Safety ◽  
2019 ◽  
Vol 42 (9) ◽  
pp. 1091-1102
Author(s):  
Mengqin Ge ◽  
Kenneth K. Man ◽  
Celine S. Chui ◽  
Esther W. Chan ◽  
Ian C. Wong ◽  
...  
Keyword(s):  
Hong Kong ◽  
Retention Rates ◽  
Term Retention ◽  
Long Term Retention

scholarly journals Optimal Schedules in Multitask Motor Learning

2016 ◽  
Vol 28 (4) ◽  
pp. 667-685 ◽  
Author(s):  
Jeong Yoon Lee ◽  
Youngmin Oh ◽  
Sung Shin Kim ◽  
Robert A. Scheidt ◽  
Nicolas Schweighofer
Keyword(s):  
Motor Learning ◽  
Computational Models ◽  
Practical Importance ◽  
State Space Model ◽  
Retention Performance ◽  
Single Session ◽  
Term Retention ◽  
Long Term Retention ◽  
Do So

Although scheduling multiple tasks in motor learning to maximize long-term retention of performance is of great practical importance in sports training and motor rehabilitation after brain injury, it is unclear how to do so. We propose here a novel theoretical approach that uses optimal control theory and computational models of motor adaptation to determine schedules that maximize long-term retention predictively. Using Pontryagin’s maximum principle, we derived a control law that determines the trial-by-trial task choice that maximizes overall delayed retention for all tasks, as predicted by the state-space model. Simulations of a single session of adaptation with two tasks show that when task interference is high, there exists a threshold in relative task difficulty below which the alternating schedule is optimal. Only for large differences in task difficulties do optimal schedules assign more trials to the harder task. However, over the parameter range tested, alternating schedules yield long-term retention performance that is only slightly inferior to performance given by the true optimal schedules. Our results thus predict that in a large number of learning situations wherein tasks interfere, intermixing tasks with an equal number of trials is an effective strategy in enhancing long-term retention.

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

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