Effective Physical Therapy Education Through Increased Student Engagement

2019 ◽  
pp. 154-183
Author(s):  
Rajiv A. Dalal
Keyword(s):  
Digital Learning ◽  
Physical Therapy Education ◽  
Traditional Lecture ◽  
Technology In Teaching ◽  
Learning Techniques ◽  
Short And Long Term ◽  
Content Coverage ◽  
Therapy Education

As technology grows, there are many applications into the educational arena. Educators are tasked with incorporating technology in teaching. This is best done through a systematic means to create effective change. The Digital Learning Initiative (DLI) was created with this in mind. This is a case study in the transformation of teaching methods through the DLI. The redesign was centered around the principles of assessment and course mapping. The course was reworked to allow for more feedback and interaction with the instructor. Digital apps were utilized to supplement content. Class sessions changed from traditional lecture into a flipped environment using active learning techniques. After the redesign, students improved in graded performance, as well as in engagement with the instructor and classmates. The instructor also reported increased engagement with students and more in-depth content coverage. Redesign is a dynamic process with some trial and error; however, with a solid framework based on assessment, there is potential for meaningful short and long-term course change.

Towards a Methodology for Monitoring and Analyzing the Supply Chain Behavior

2011 ◽  
pp. 186-208
Author(s):  
Reinaldo Moraga ◽  
Luis Rabelo ◽  
Alfonso Sarmiento
Keyword(s):  
Neural Networks ◽  
Sensitivity Analysis ◽  
Supply Chain ◽  
System Dynamics ◽  
Eigenvalue Analysis ◽  
Background Information ◽  
Short And Long Term ◽  
And Performance

In this chapter, the authors present general steps towards a methodology that contributes to the advancement of prediction and mitigation of undesirable supply chain behavior within short- and long- term horizons by promoting a better understanding of the structure that determines the behavior modes. Through the integration of tools such as system dynamics, neural networks, eigenvalue analysis, and sensitivity analysis, this methodology (1) captures the dynamics of the supply chain, (2) detects changes and predicts the behavior based on these changes, and (3) defines needed modifications to mitigate the unwanted behaviors and performance. In the following sections, some background information is given from literature, the general steps of the proposed methodology are discussed, and finally a case study is briefly summarized.

Short and Long Term Extreme Reliability Analysis Applied to Floating Wind Turbine Design

2011 ◽  
Author(s):  
Timothe´e Perdrizet ◽  
Daniel Averbuch
Keyword(s):  
Wind Turbine ◽  
International Energy Agency ◽  
Energy Agency ◽  
Floating Wind Turbine ◽  
Extreme Response ◽  
Short And Long Term ◽  
Turbine Design ◽  
Wave Induced

This paper describes and exemplifies an efficient methodology to assess, jointly and in a single calculation, the short and long terms failure probabilities associated to the extreme response of a floating wind turbine, subjected to wind and wave induced loads. This method is applied to the realistic case study OC3-Hywind used in phase IV of the IEA (International Energy Agency) Annex XXIII Offshore Code Comparison Collaboration. The key point of the procedure, derived from the outcrossing approach, consists in computing the mean of the outcrossing rate of the floating wind turbine response in the failure domain over both the short term variables and the ergodic variables defining long term parameters.

scholarly journals Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

2010 ◽  
Vol 9 (4) ◽  
pp. 462-472 ◽  
Author(s):  
Terry L. Derting ◽  
Diane Ebert-May
Keyword(s):  
Learning Experience ◽  
Collaborative Work ◽  
Introductory Courses ◽  
Traditional Lecture ◽  
Undergraduate Biology ◽  
Learner Centered ◽  
Short And Long Term ◽  
High Level ◽  
Biology Curriculum

We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation.

An Approach to the short- and long-term forecasting of strong earthquakes: A case study of the M w = 9.0 Tohoku earthquake, Japan, March 11, 2011

2015 ◽  
Vol 51 (3) ◽  
pp. 229-241 ◽  
Author(s):  
V. A. Shirokov ◽  
P. P. Firstov ◽  
E. O. Makarov ◽  
I. I. Stepanov ◽  
V. I. Stepanov
Keyword(s):  
Tohoku Earthquake ◽  
Strong Earthquakes ◽  
Short And Long Term ◽  
Long Term Forecasting
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