scholarly journals Storytelling as A Learning Tool in Architecture Design Studio: السرد القصصي كأداة تعليمية في استوديو التصميم المعماري

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Danah Munir Tuffaha, Mehmet Harun Batirbaygil
Keyword(s):  
Learning Theories ◽  
Design Studio ◽  
Academic Learning ◽  
Second Phase ◽  
Architecture Design ◽  
Learning Tool ◽  
Two Phase ◽  
Self Confidence ◽  
Design Skills ◽  
Skills Learning

This research examines the effect of applying Storytelling as a learning tool in architecture design studios classes. It aims to help overcome some of the current learning challenges and shortcomings in students’ design skills learning. Newly graduated students from schools of architecture are encountered with challenges surrounding their design skill capability when entering the professional practice. The researcher believes that these difficulties start in design studio classes. The gap between academic learning and practicing profession is a concern many scholars are continuously trying to tackle. The researcher investigates the shortcomings in design studio learning and suggests that Storytelling can be a learning tool to help students and teachers overcome these shortcomings. The researcher conducted a two-phase experiment in a design studio class at Okan University. In the first phase the Researcher collected data using quantitative and qualitative methods that illustrate the current condition of students’ design skills, as well as areas of shortcomings and challenges that need to be addressed. In the second phase, the Researcher used action research methodology and applied Storytelling as a strategy of combining reflective and experiential learning theories in design studio class. According to the outcomes at the final jury and collected questionnaires, the results of this experiment were generally successful. Most of the students proved significant progress in terms of design skills and creativity. Moreover, students’ presentation skills showed broad improvement and in return their self-confidence and understanding of submissions have advanced drastically. The researcher recommends this research to work as a model study for other scholars to adopt, develop and lead more similar researches in the future in other universities and design schools. The researcher also recommends this research be applied to earlier design studio classes.

scholarly journals THE DEVELOPMENT OF EQ MODULE FOR INTERVENING TEACHERS’ EMOTIONAL INTELLIGENCE IN MALAYSIA

2018 ◽  
Author(s):  
Syafrimen Syafril ◽  
Noriah Mohd. Ishak ◽  
Siti Rahayah Ariffin
Keyword(s):  
Emotional Intelligence ◽  
Document Analysis ◽  
Second Phase ◽  
Self Assessment ◽  
Observation Study ◽  
Two Phase ◽  
Self Confidence ◽  
Phase Study ◽  
Depth Interview ◽  
Explanatory Mixed Methods

The purpose of this study is to develop the EQ module to help improve emotional intelligence teachers. Explanatory mixed methods designs were utilized in the method section. This was a two-phase study which started by an observation study involving 112 teachers to decide the EQ co-competency that needed intervention. Furthermore, this study also utilized a case study (n= 32 working professionals) and document analysis (n= 12 documents), to decide the methods and usefulness of the module in developing a valid co-competency. The data for the first phase were collected using an EQ instrument (IKEM/MEQI), and was analyzed using the SPSS softwares. Whereas the data from the second phase were collected through an in-depth interview, group interview and document analysis, which were then analyzed using the NVivo 2 and NVivo 7softwares. The findings of the first phase showed that there are 11 EQ competencies that needed intervention (emotioanal awareness, Accurate Self-Assessment, self confidence, honesty, self controll, Trustworthiness, achievement drive, Undertanding others, developing others, influence, conflict managemet). The case studies also showed that there are certain methods to increase those 11 EQ competencies. The result of both phases were used as the foundation to develop an EQ module which was the main objective of this study. All of those competencies has been trained for 4 days using the newly developed EQ module. The result of the study showed that there are improvements on those 11 EQ competencies. Training participants also said that they had fun in the training using the newly developed EQ module.

scholarly journals Evolving Trends in Teaching: Narration and Imagination vs Video Footages

2014 ◽  
Vol 9 (1) ◽  
pp. 81-91
Author(s):  
Urooj Fatima
Keyword(s):  
Mode Of Delivery ◽  
Choice Test ◽  
Academic Learning ◽  
Second Phase ◽  
Two Phase ◽  
Mean Values ◽  
Video Footage ◽  
Group A ◽  
Group B ◽  
The Impact

The research discussed in this paper aims to study the impact of video footages on the academic performance of students. Video footages are usually inserted into video lectures — in addition to the verbal narration of any examples by the teachers — to explain and simplify concepts. Similarly, in conventional classrooms, teachers verbally narrate examples to clarify concepts — but, in this case, students have to rely on their imagination and previous exposure to similar situations to develop an understanding of the concepts. A two-phase experiment was designed to compare these two teaching methods. A sample of 70 participants was drawn from non-psychology students in the Virtual University of Pakistan; and two groups, Group A and Group B, each with 35 participants, were formed through random assignment of the students. In the first phase of the experiment, members of Group A were taught through a 24-minute video lecture on psychology, which had four chunks of video footage in it. After the lecture, the students' academic learning was measured through a multiple-choice test with 27 items, which was developed by incorporating an equal number of questions on three levels of Bloom's taxonomy (viz. understanding, comprehension and application). The item levels were decided after agreement by three examiners who had at least three years of experience of developing such questions. In the second phase, a lecture with similar content was taught to Group B. The only difference was in the mode of delivery: in this case, the content was conveyed verbally and no video footages were used. The same test of students' learning was employed to get the scores of Group B. In addition, a qualitative study, involving data gathered through participants' feedback on the performance of the learning facilitators and weaknesses in both teaching modes was collected in order to explore the participants' perceptions and experiences of the phenomenon being studied. The results indicated that the two groups were significantly different in terms of academic achievement. The mean values suggested that those who were taught through video footages showed a higher level of academic learning than those who received a traditional verbal narration lecture. In addition, the students reported that the video footages and examples facilitated their learning, and helped them to remain focused and motivated in class. The findings have broad implications for teachers, content developers, academic policy-makers and producers involved in the production of academic content.

A Comparison of Tem and Apfim to the Interpretation of Modulated Microstructures

1985 ◽  
Vol 43 ◽  
pp. 70-71
Author(s):  
M.G. Burke ◽  
M.K. Miller
Keyword(s):  
Low Temperature ◽  
Microstructural Characterization ◽  
Superlattice Reflection ◽  
High Volume ◽  
Atom Probe ◽  
Dark Field ◽  
Miscibility Gap ◽  
Second Phase ◽  
Two Phase ◽  
Probe Field

Interpretation of fine-scale microstructures containing high volume fractions of second phase is complex. In particular, microstructures developed through decomposition within low temperature miscibility gaps may be extremely fine. This paper compares the morphological interpretations of such complex microstructures by the high-resolution techniques of TEM and atom probe field-ion microscopy (APFIM).The Fe-25 at% Be alloy selected for this study was aged within the low temperature miscibility gap to form a <100> aligned two-phase microstructure. This triaxially modulated microstructure is composed of an Fe-rich ferrite phase and a B2-ordered Be-enriched phase. The microstructural characterization through conventional bright-field TEM is inadequate because of the many contributions to image contrast. The ordering reaction which accompanies spinodal decomposition in this alloy permits simplification of the image by the use of the centered dark field technique to image just one phase. A CDF image formed with a B2 superlattice reflection is shown in fig. 1. In this CDF micrograph, the the B2-ordered Be-enriched phase appears as bright regions in the darkly-imaging ferrite. By examining the specimen in a [001] orientation, the <100> nature of the modulations is evident.

THE DYNAMIC FRACTURE OF TWO PHASE ALLOYS WITH SECOND PHASE INCLUSIONS

1985 ◽  
Vol 46 (C5) ◽  
pp. C5-251-C5-255
Author(s):  
S. Pytel ◽  
L. Wojnar
Keyword(s):  
Dynamic Fracture ◽  
Second Phase ◽  
Two Phase

Behaviour of air injection nozzles in dissolved air flotation

1995 ◽  
Vol 31 (3-4) ◽  
pp. 25-35 ◽  
Author(s):  
E. M. Rykaart ◽  
J. Haarhoff
Keyword(s):  
Bubble Coalescence ◽  
Second Phase ◽  
Initial Growth ◽  
Two Phase ◽  
Dissolved Air Flotation ◽  
Nozzle Orifice ◽  
Pressure Release ◽  
Air Volume ◽  
Air Flotation ◽  
Dissolved Air

A simple two-phase conceptual model is postulated to explain the initial growth of microbubbles after pressure release in dissolved air flotation. During the first phase bubbles merely expand from existing nucleation centres as air precipitates from solution, without bubble coalescence. This phase ends when all excess air is transferred to the gas phase. During the second phase, the total air volume remains the same, but bubbles continue to grow due to bubble coalescence. This model is used to explain the results from experiments where three different nozzle variations were tested, namely a nozzle with an impinging surface immediately outside the nozzle orifice, a nozzle with a bend in the nozzle channel, and a nozzle with a tapering outlet immediately outside the nozzle orifice. From these experiments, it is inferred that the first phase of bubble growth is completed at approximately 1.7 ms after the start of pressure release.

scholarly journals A novel two-phase cycle algorithm for effective cyber intrusion detection in edge computing

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Yiguang Gong ◽  
Yunping Liu ◽  
Chuanyang Yin
Keyword(s):  
Intrusion Detection ◽  
Optimal Parameter ◽  
Edge Computing ◽  
Cloud Services ◽  
Second Phase ◽  
Pareto Optimal ◽  
Two Phase ◽  
Multi Objective ◽  
Phase Cycle ◽  
Positive Rate

AbstractEdge computing extends traditional cloud services to the edge of the network, closer to users, and is suitable for network services with low latency requirements. With the rise of edge computing, its security issues have also received increasing attention. In this paper, a novel two-phase cycle algorithm is proposed for effective cyber intrusion detection in edge computing based on a multi-objective genetic algorithm (MOGA) and modified back-propagation neural network (MBPNN), namely TPC-MOGA-MBPNN. In the first phase, the MOGA is employed to build a multi-objective optimization model that tries to find the Pareto optimal parameter set for MBPNN. The Pareto optimal parameter set is applied for simultaneous minimization of the average false positive rate (Avg FPR), mean squared error (MSE) and negative average true positive rate (Avg TPR) in the dataset. In the second phase, some MBPNNs are created based on the parameter set obtained by MOGA and are trained to search for a more optimal parameter set locally. The parameter set obtained in the second phase is used as the input of the first phase, and the training process is repeated until the termination criteria are reached. A benchmark dataset, KDD cup 1999, is used to demonstrate and validate the performance of the proposed approach for intrusion detection. The proposed approach can discover a pool of MBPNN-based solutions. Combining these MBPNN solutions can significantly improve detection performance, and a GA is used to find the optimal MBPNN combination. The results show that the proposed approach achieves an accuracy of 98.81% and a detection rate of 98.23% and outperform most systems of previous works found in the literature. In addition, the proposed approach is a generalized classification approach that is applicable to the problem of any field having multiple conflicting objectives.

scholarly journals Three-Dimensional Analysis of the In Vivo Motion of Implantable Cardioverter Defibrillator Leads

2021 ◽  
Author(s):  
Tamas Szili-Torok ◽  
Jens Rump ◽  
Torsten Luther ◽  
Sing-Chien Yap
Keyword(s):  
Three Dimensional ◽  
Second Phase ◽  
Two Phase ◽  
Maximum Curvature ◽  
Phase Study ◽  
Absolute Curvature ◽  
Icd Leads ◽  
Lead Testing ◽  
Design And Testing

Abstract Better understanding of the lead curvature, movement and their spatial distribution may be beneficial in developing lead testing methods, guiding implantations and improving life expectancy of implanted leads. Objective The aim of this two-phase study was to develop and test a novel biplane cine-fluoroscopy-based method to evaluate input parameters for bending stress in leads based on their in vivo 3D motion using precisely determined spatial distributions of lead curvatures. Potential tensile, compressive or torque forces were not subjects of this study. Methods A method to measure lead curvature and curvature evolution was initially tested in a phantom study. In the second phase using this model 51 patients with implanted ICD leads were included. A biplane cine-fluoroscopy recording of the intracardiac region of the lead was performed. The lead centerline and its motion were reconstructed in 3D and used to define lead curvature and curvature changes. The maximum absolute curvature Cmax during a cardiac cycle, the maximum curvature amplitude Camp and the maximum curvature Cmax@amp at the location of Camp were calculated. These parameters can be used to characterize fatigue stress in a lead under cyclical bending. Results The medians of Camp and Cmax@amp were 0.18 cm−1 and 0.42 cm−1, respectively. The median location of Cmax was in the atrium whereas the median location of Camp occurred close to where the transit through the tricuspid valve can be assumed. Increased curvatures were found for higher slack grades. Conclusion Our results suggest that reconstruction of 3D ICD lead motion is feasible using biplane cine-fluoroscopy. Lead curvatures can be computed with high accuracy and the results can be implemented to improve lead design and testing.

scholarly journals A Decade in Trying to Increase Hand Hygiene—Finally Success

2020 ◽  
Vol 41 (S1) ◽  
pp. s93-s94
Author(s):  
Linda Huddleston ◽  
Sheila Bennett ◽  
Christopher Hermann
Keyword(s):  
Hand Hygiene ◽  
Hand Hygiene Compliance ◽  
Compliance Rate ◽  
Bloodstream Infections ◽  
Central Line ◽  
Second Phase ◽  
Two Phase ◽  
Hygiene Compliance ◽  
Tract Infections ◽  
The Voice

Background: Over the past 10 years, a rural health system has tried 10 different interventions to reduce hospital-associated infections (HAIs), and only 1 intervention has led to a reduction in HAIs. Reducing HAIs is a goal of nearly all hospitals, and improper hand hygiene is widely accepted as the main cause of HAIs. Even so, improving hand hygiene compliance is a challenge. Methods: Our facility implemented a two-phase longitudinal study to utilize an electronic hand hygiene reminder system to reduce HAIs. In the first phase, we implemented an intervention in 2 high-risk clinical units. The second phase of the study consisted of expanding the system to 3 additional clinical areas that had a lower incidence of HAIs. The hand hygiene baseline was established at 45% for these units prior to the voice reminder being turned on. Results: The system gathered baseline data prior to being turned on, and our average hand hygiene compliance rate was 49%. Once the voice reminder was turned on, hand hygiene improved nearly 35% within 6 months. During the first phase, there was a statistically significant 62% reduction in the average number of HAIs (catheter associated urinary tract infections (CAUTI), central-line–acquired bloodstream infections (CLABSIs), methicillin-resistant Staphylococcus aureus (MRSA), multidrug-resistant organisms (MDROs), and Clostridiodes difficile experienced in the preliminary units, comparing 12 months prior to 12 months after turning on the voice reminder. In the second phase, hand hygiene compliance increased to >65% in the following 6 months. During the second phase, all HAIs fell by a statistically significant 60%. This was determined by comparing the HAI rates 6 months prior to the voice reminder being turned on to 6 months after the voice reminder was turned on. Conclusions: The HAI data from both phases were aggregated, and there was a statistically significant reduction in MDROs by 90%, CAUTIs by 60%, and C. difficile by 64%. This resulted in annual savings >$1 million in direct costs of nonreimbursed HAIs.Funding: NoneDisclosures: None

CLIL as a pathway for cross-curricular and translingual classroom practices: A comparative quantitative study on Scottish and Spanish teachers’ views

2021 ◽  
pp. 136216882110324
Author(s):  
Xabier San Isidro
Keyword(s):  
Conceptual Framework ◽  
Quantitative Study ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Research Tool ◽  
Second Phase ◽  
Integrated Learning ◽  
Two Phase ◽  
Pilot Testing ◽  
Final Questionnaire

Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers’ views on CLIL design, implementation and results in two different contexts, Scotland ( n = 127) and Spain ( n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners’ perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers’ views in the two contexts. The study offers interesting insights into the main challenges in integrating language and content. Besides providing a conceptual framework for identifiable classroom practice, findings revealed that both cohorts shared broadly similar perceptions, although the Spanish respondents showed more positive views and significantly higher support for this approach.

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