Dissertations / Theses on the topic 'Environmental education Simulation methods'
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Joyce, Jack Peter. "The simulation method : a teaching technique for environmental education in secondary schools." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/15958.
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Bibliography: pages 196-203.The need to establish teaching techniques for Environmental Education in the South African secondary school context was perceived. The simulation method was identified as one such technique which became the focus of this study, because it was believed by the researcher to be compatible with the aims and objectives of Environmental Education. A simulation activity aimed at Standard 9 pupils was devised (based on a particular environmental issue i.e. nuclear vs coal-powered electricity generation). To demonstrate that this activity could affect pupils' environmental knowledge, concepts, attitudes and behavioural intentions, a series of 3 questionnaires was designed to capture the results of the simulation activity. A pilot test was conducted using both the simulation activity and the questionnaires. The results of the pilot test were then analysed after which appropriate changes were made, particularly concerning ambiguity and design problems in the questionnaires. The revised simulation activity and questionnaires were then implemented in 8 Cape Education Department English-speaking secondary schools with a sample population of some 206 pupils. Results analysed from the 3 questionnaires indicated that statistically significant changes had occurred among the pupils. This confirmed that the simulation activity could be utilised as a means of teaching various aspects of environmental education. However, the research also showed that the simulation activity is a teaching technique which needs to be used in conjunction with other supportive methodologies.
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Waitman, Carol Ann. "Creative experiences for environmental awareness, including a simulated camp: Thematic units for grades three and four." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1448.
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The project is an activity based, interdisciplinary curriculum for a simulated outdoor camp that occurs primarily within the elementary classroom. The purpose of the camp is to increase the students' level of awareness of and appreciation for the outdoors.
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Allison, Donald Lee Jr. "Building and using educational virtual environments for teaching about animal behaviors." Diss., Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/5382.
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Mills, Brennen. "The role of simulation-based learning environments in preparing undergraduate health students for clinical practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1786.
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Experiential learning (EL), whereby students are able to integrate theory with practice, is an essential component of learning for health professionals. Traditionally, EL in the health education context has been achieved through clinical placements (CPs) that see students ‘apprentice’ in real clinical settings. The literature suggests there are a number of factors that diminish a student’s ability to learn in such environments, including limited opportunities to practice, being confined primarily to observation roles as opposed to participate in tasks, being exposed to skills/procedures outside their level of learning/understanding, and institutional learning objectives being secondary to workplace goals. Simulation-based learning environments (SLEs) have been espoused as an effective alternative to traditional CPs, as they provide EL opportunities void of patient risk, and can be targeted to suit the needs of both teacher and learner. While many advocate that SLEs are the logical teaching modality for preparing students to practice in real clinical environments, the fast adoption of SLEs in health education has far exceeded evidence of its effectiveness in comparison to learning occurring via CPs. Research investigating SLEs to date has, for the most part, relied upon subjective measures of student satisfaction, confidence and competence and has utilised single-group analyses providing no yardstick for comparison. The present research sought to explore the value of SLEs for undergraduate health students in comparison to CPs, as well as investigate methods of improving the educational benefit of SLEs.
This thesis is presented as a series of papers (i.e. PhD by publication) addressing the role of SLEs in health education. Study One investigates how social evaluation anxiety (SEA) impacts on performance amongst a sample of final-year nursing students. It was found that through increasing the number of professional actors in a simulation-based clinical scenario, social evaluation anxiety increased to an extent sufficient to detrimentally affect student performance. Thus, the study concluded that students would likely benefit from additional authentic exposures to EL opportunities earlier throughout their curriculum, so as to acclimatise them to real patient and person interaction. Studies Two and Three explore the differences and relationship between SLEs and CPs amongst first-year paramedicine students. The extent to which SLEs provide additional learning benefit in subsequent CPs was first established, followed by evidence suggesting this is most likely attributable to the increased opportunity for repetitive and targeted practice meant and why I did it. To my father, Rick Mills, unexpectedly losing you in December last year was unquestionably the most tragic time of my life, but the life lessons you embedded so strongly within me saw this thesis through to completion. I cannot thank you enough, and dedicate this accomplishment to you.
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Ameerbakhsh, Omair. "Towards the use of interactive simulation for effective e-learning in university classroom environment." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27939.
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In this PhD thesis, the utilisation of interactive simulation in a higher education e-learning classroom environment was explored and its effectiveness was experimentally evaluated by engaging university students in a classroom setting. Two case studies were carried out for the experimental evaluation of the proposed novel interactive simulation e-learning tool. In the first case study, the use of interactive agent-based simulation was demonstrated in teaching complex adaptive system concepts in the area of ecology to university students and its effectiveness was measured in a classroom environment. In a lab intervention using a novel interactive agent-based simulation (built in NetLogo). For the purpose of teaching complex adaptive systems such as the concept of spatially-explicit predator prey interaction to undergraduate and postgraduate students in the University of Stirling. The effectiveness of using the interactive simulation was investigated by using the NetLogo software and compared with non-interactive simulation built using R programming language. The experimental evaluation was carried out using a total of 38 students. Results of this case study demonstrates that the students found interactive agent-based simulation to be more engaging, effective and user friendly as compare to the non-interactive simulation. In the second case study, a novel interactive simulation game was developed (in NetLogo) and its effectiveness in teaching and learning of complex concepts in the field of marine ecology was demonstrated. This case study makes a twofold contribution. Firstly, the presentation of a novel interactive simulation game, developed specifically for use in undergraduate and postgraduate courses in the area of marine ecology. This novel interactive simulation game is designed to help learners to explore a mathematical model of fishery population growth and understand the principles for sustainable fisheries. Secondly, the comparison of two different methods of using the interactive simulation game within the classroom was investigated: learning from active exploration of the interactive simulation game compared with learning from an expert demonstration of the interactive simulation game. The case study demonstrated the effectiveness of learning from passive viewing of an expert demonstration of the interactive simulation game over learning from active exploration of the interactive simulation game without expert guidance, for teaching complex concepts sustainable fishery management. A mixed methods study design was used, using both quantitative and qualitative methods to compare the learning effectiveness of the two approaches, and the students’ preferences. The investigation was carried out by running interventions with a mixture of undergraduate and postgraduate students from the University of Stirling in a classroom environment. A total of 74 participants were recruited from undergraduate and postgraduate level for both case studies. This thesis demonstrated through two case studies effectiveness of the proposed novel interactive simulation in university e-learning classroom environment.
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Richardson, Thomas J. "First responder weapons of mass destruction training using massively multiplayer on-line gaming." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://handle.dtic.mil/100.2/ADA425028.
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Smith, Gregory Steven. "Applications of quantitative methods in environmental economics : econometrics, simulation modelling and experiments." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/57421/.
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In Part I of this thesis we employ novel econometric techniques to explore elicitation anomalies in contingent valuation (CV). According to standard assumptions regarding preferences, changes in the way values are elicited in CV questions should be decision irrelevant. That responses are observed to systematically differ according to elicitation format has, therefore, called the CV method into question. One possible explanation lies in the proposition that respondents are uncertain about their preferences and that their uncertainty precipitates systematically different responses to different question formats. We test this hypothesis using data from a split-sample CV survey. We analyse our data using an innovative application of a semi-parametric estimator more commonly used for duration modelling in the medical sciences but find that uncertainty alone cannot explain away common elicitation anomalies. In Part II we employ simulation modelling and experimental techniques to investigate payment for ecosystem services (PES) schemes that involve multiple buyers. In Chapter 2, we explore opportunities for buyers in PES scheme to realise Paretoimproving outcomes through spatial coordination in their independent purchases of changes to land-management practices. We develop a simulation environment imitating a heterogeneous agricultural landscape and using techniques of integer-linear programming solve for outcomes under different institutional arrangements. Our simulations allow us to explore how gains from negotiated or fully-cooperative purchasing differ across different configurations of landscape and buyer objectives. In Chapter 3, we investigate negotiation as a multiple-purchaser ecosystem service procurement mechanism. We design and conduct novel three-person bargaining experiments in which two potential buyers can negotiate not only between each other but also with a seller of ecosystem services. We find that negotiated deals can be reached that are mutually advantageous to all parties. In all treatment scenarios presented, the vast majority of groups are able to reach agreements; in addition, these agreements are reached relatively quickly.
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Kline, Melissa Dolores. "Digging into Schoolyard Gardens A Mixed-methods Case Study." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590442.
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Garden-based environmental education addresses ecological literacy in the context of schoolyard gardens. This study seeks to elucidate the topics and factors that influence student engagement while learning in these schoolyard spaces, through a mixed-methods case study at a San Francisco public elementary school. Data were collected from student work, student interviews, teacher interviews, and educator observations of the garden-based environmental education class. From the data, many themes were identified such as describing student engagement, topics that were particularly engaging, and engaged and disengaged behaviors. Student work and educator observations supported that lessons with a focus on food or animals were particularly engaging for students. The hands-on components of lessons, alignment with state standards, and the schoolyard garden space itself were also found to support student engagement in this study. Though previous research does not address engaging topics in garden-based environmental education, some studies support the engaging nature of hands-on activities, specifically in science contexts. It is my hope that this research informs garden-based environmental education practices, and continues to add to the number of studies regarding it.
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Shikano, Teruyuki. "Training/retraining of driving skills to reduce accidents in a simulator environment using various training methods." Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/29452.
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Davenport, Richard W. "DOD acquisition workforce education an SBA education case study /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002616.
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Rodgers, David L. "The effect of high-fidelity manikin-based patient simulation on educational outcomes in advanced cardiovascular life support courses." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=739.
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McKenna, Ruairidh. "Designing Daylight: Improved daylight simulation methods in education and professional architecture practices." Thesis, KTH, Ljusdesign, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280073.
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de, Roulhac Selma Lee. "COMPARISON OF CHEMICAL PROCESS SIMULATION PROGRAMS FOR EDUCATION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275282.
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Barringer, Ellen R. "A Mixed Methods Assessment of the Development, Use, and Educational Effectiveness of University Campus Sustainability Tours." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1532.
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Campus sustainability tours are available at dozens of colleges and universities across the United States. These tours are considered a vital tool in interpreting the environmental and sustainable aspects of a campus to educate the campus community. Minimal quantitative data have been collected regarding their development, use, and effectiveness. In order to develop a dataset regarding the use of campus sustainability tours, surveys and interviews were sent to universities with such tours to discuss use and methods of development. A campus-wide electronic survey was sent to the Western Kentucky University (WKU) main campus community to determine their experiences with the WKU Green Tour. Pre- and post-tests were distributed to students at WKU before and after their experience with the tour to establish whether learning occurred. Professors were surveyed to determine the current use of the tours within classrooms. Best practices regarding the development of campus sustainability tours are not available. There is virtually no quantitative information available on the tours’ use and effectiveness. The WKU Green Tour, which relies upon campus signage to gain attention, sees little use since the signs tend not to capture attention. According to collected data, members of the campus community who do notice the signs find them interesting and learn new information. The guided tour, self-guided tour, and Green Tour lecture all saw significant knowledge gain in students, demonstrating educational effectiveness. Many barriers prevent professors from using the tours, but some supplemental tour items are suggested to improve classroom use. Based on data collected and analyzed as part of this study, tour developers should target the existing campus community rather than focusing solely on campus visitors. Relying on passive signage to capture attention reaches few members of the campus community. The significant knowledge gain demonstrated in classroom use of the Green Tour creates a strong argument for targeting professors as a user group. WKU faculty would likely increase their use of the Green Tour if provided with supplemental tools such as brochures, a virtual tour, and pre-made assignments. These tools should be made available to instructors with guidance in usage and incorporation.
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Gerardi, Nicole. "Evaluation of computer-based simulation for pain management education." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/847.
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Effective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a series of nine questions as the scenarios unfold, each with one best or correct answer. The purpose of this study was to evaluate the game's potential as a teaching method compared to traditional methods of teaching, such as a lecture. A total of 30 nursing students participated in the study. After playing through the game, each student was asked to complete a post-game survey consisting of 10 standard 5-point Likert scale items and five open-ended questions. The survey was used to evaluate the students' enjoyment of the game, educational benefits, preference compared to traditional teaching methods, and perceived potential to change nursing practice. Results of the survey show that the majority of nursing students enjoyed playing the game and found it captured their attention more than traditional teaching methods. Nine out of the ten Likert scale items received universal high scores. Nursing students were receptive to the computer-simulation game as a teaching method and found it preferable to traditional methods.B.S.N.
Bachelors
Nursing
Nursing
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Rodriguez, Simonetta Andrea 1952. "Human/environmental relations analysis & simulation using human-centered systems methods for design and evaluation of complex habitable environments." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/84809.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, February 2002.Includes bibliographical references (p. 69-75).
by Simonetta Andrea Rodriguez.
S.M.
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Nielson, Brian Albert. "Efficacy of Methods Available to Remove Environmental Tobacco Smoke in Vehicles." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5642.
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Environmental tobacco smoke (ETS) is a serious public health threat. Residual ETS in vehicles unknowingly exposes future occupants to environmental tobacco smoke. Reducing or removing exposure to ETS has been proven to reduce long-term health complications. This quasi-experimental study investigated 5 cleaning methods and their effect on air particulate matter2.5 (PM2.5) along with the correlation between air nicotine levels and PM2.5 levels. Study variables included cleaning methods as the independent variable, and changes in air nicotine and PM2.5 levels as the dependent variables. This study is framed within primary prevention and risk reduction based on the harm reduction theory. The harm reduction theory professes that when a hazard cannot be completely removed, methods to reduce the social and personal costs associated with the hazard should be developed. Fifty vehicles were placed in 5 groups: car wash vacuumed, shop vac vacuumed, air change, hand held vacuumed, and Hepa filtration air cleaned. Nicotine and PM2.5 levels were measured before and after cleaning. A Wilcoxon ranked test analysis of the data showed all methods of cleaning studied had a statistically significant decrease in both air nicotine (Z = -6.154, p < .001) and PM2.5 levels (Z = -5.934, p < .001). Kruskall-Wallis analysis showed no statistical significance between cleaning methods. Correlation analysis determined no correlation between nicotine and PM2.5 (r value = <.3). Results of this study provides public health program professionals with information linking cleaning methods to reduction of exposure to ETS. Positive social change comes when programs are developed to training and education people to reduce their exposure, resulting in an increase in health and a decrease in medical costs.
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Corderoy, Robert M. "Designing simulations to improve learner outcomes in ecological education." Access E-Book, 2001. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20020507.153506/index.html.
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Perrotta, Robert J. "Evaluation of Soil Quality and Conservation versus Conventional Tillage Methods in Trumbull County." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1630013039975876.
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Butler, William M. "The Impact of Simulation-Based Learning in Aircraft Design on Aerospace Student Preparedness for Engineering Practice: A Mixed Methods Approach." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/27601.
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It has been said that engineers create that which never was. The university experience is a key component in preparing engineers who support the creation of products and systems that improve the world we live in. The way in which engineers have been trained in universities has changed throughout history in America, moving from an apprentice-like approach to the still-used engineer scientist. Some in industry and academia feel that this model of engineer preparation needs to change in order to better address the complexities of engineering in the 21st century, and help fill a perceived gap between academic preparation and 21st century industrial necessity. A new model for student preparation centering on engineering design called the Live Simulation Based Learning (LSBL) approach is proposed based upon the theories of situated learning, game-based learning, epistemic frames, and accidental competencies. This dissertation discusses the results of a study of the application of LSBL in a two term capstone design class in aerospace engineering aircraft design at Virginia Tech. It includes LSBLâ s impact on student professional and technical skills in relation to aerospace engineering design practice. Results indicate that the participants found the LSBL experience to be more engaging than the traditional lecture approach and does help students respond and think more like aerospace engineering practicing professionals and thus begin to address the â gapâ between academia and industry.Ph. D.
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Kwandayi, Hardson Pindu. "Predictors of student participation in voluntary community service and environmental action: Evidence from NELS:88." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280426.
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The main purpose of this study was to examine the extent to which student performance in four school subjects (English, math, science, and social studies), student participation in extracurricular activities, student academic aspirations, and the time a student spent on part-time employment predicted student participation in voluntary community service and environmental action, controlling for demographic characteristics of the student as well as some basic characteristics of the school the student attended. The conceptual framework for the study was rooted in several theories, namely Dewey's theory of community, socialization theory, social capital theory, social exchange theory, and Adlerian theory. Based on these theories and a review of related literature, I formulated and tested 10 hypotheses. The data for the study came from NELS:88 dataset. I used logistic and multinomial logit regression models to test the hypotheses using a sample of 4,790 cases. The main findings of this study suggest that: (1) student performance in social studies (measured using average grades, Carnegie units, and centiles) is the most consistent positive predictor of student participation in community service and environmental action in comparison with student performance in English, math and science; (2) student involvement in extracurricular activities is a strong predictor of student engagement in community service and environmental action; (3) the time a student spends on part-time employment is negatively associated with student participation in community service and environmental action; and (4) a student who intends to finish college is more likely to participate in community service and environmental action than one who does not intend to finish college. On the basis of the study findings, I came up with several recommendations for practitioners and researchers involved or interested in community service policy making and implementation, environmental education as a strategy for environmental action, and program planning (environmental studies/environmental education) in higher education.
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Naumann, Steve E. (Steve Eugene). "Computer Simulation Placements in a Unit of Instruction." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278685/.
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Educators considering implementing a computer simulation must decide on the optimum placement of the simulation in the unit of instruction to maximize student learning. This study examined student achievement using two different placements for the computer simulation, The Civil War, in a unit of instruction of 8th grade American History students in a suburban middle school.
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Navaratnam, K. K. "Cost-benefit analysis of secondary vocational education programs." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/76461.
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The purpose of this study was to propose and field test a cost-benefit analysis model to determine the profitability of secondary vocational education programs. The model consisted of costs, process, and benefits components. Instructional personnel, building, equipment, materials and supplies, administration, travel, services, utilities, and maintenance were the major components of the costs. Process implied the actual conduct of the program. Increased earnings from graduates' employment, earnings from cooperative placement, provision of services, and noneconomic benefits obtained by the graduates were the components of the benefits.
Costs and benefits data for field testing the model were obtained from four programs from the four vocational service areas of trade and industrial, occupational home economics, business education, and marketing and distributive education selected from both a comprehensive high school and an area vocational education center in the Roanoke County School Division, Virginia. All graduates of 1983/84 of the four programs were surveyed to gather data on them. A 73.9% return was obtained from the survey. The difference between the graduates' current earnings and earnings determined by using the Federal minimum wage for the same number of work hours by employed graduates was considered as an income benefit.
Actual differences between discounted benefits and the gross costs were used to determine the profitability of programs. The following conclusions were drawn from the findings of this study:
1. The trade and industrial, business education, and marketing and distributive education programs were economically profitable.
2. The occupational home economics program was not economically profitable.
3. Graduates in each program have obtained several noneconomic benefits.
4. The proposed cost-benefit analysis model was determined useable and transportable to other vocational education settings.
Based on the findings and conclusions of this study, the following recommendations were drawn:
1. That local vocational administrative units use the concept of cost-benefit analysis as an evaluation technique for secondary vocational education programs.
2. That a research study be conducted to determine what other costs and benefits should be considered in the model.
3. That a research study be conducted to determine the economic value of noneconomic benefits.
4. That a longitudinal cost-benefit analysis is needed to determine economic earning and type of jobs held by graduates after graduation.
5. That a study be conducted using cost-benefit analysis with an appropriate comparison group to vocational graduates.
6. That an annual cost-benefit analysis of vocational programs be conducted for each school system to make comparative judgement of their programs.
7. That post-secondary vocational programs explore the possibility of using cost-benefit analysis for evaluating programs.Ed. D.
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Omaghomi, Toritseju O. "Analysis of Methods for Estimating Water Demand in Buildings." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406881340.
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McNamara, Kim H. "Fostering Sustainability in Higher Education: A Mixed-Methods Study of Transformative Leadership and Change Strategies." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1232215313.
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Thesis (Ph.D.)--Antioch University, 2008.Title from PDF t.p. (viewed February 20, 2009). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy September 2008."--from the title page. Includes bibliographical references (p. 241-246).
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Ferguson, Roxanne Alice. "Critical thinking skills in nursing students: Using human patient simulation." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/22.
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The problem investigated by the researcher relates to the development of critical thinking knowledge and skill in nursing students. Traditional approaches to educating nursing students have been used in the past to educate nursing students, but newly licensed registered nurses still have difficulty with critical thinking knowledge and skills. The principal investigator evaluated the use of an alternative method of teaching learning to foster and develop critical thinking knowledge and skills. One suggestion for teaching learning methods is the use of human patient simulation. A pretest/posttest experimental design was used to investigate critical thinking knowledge and skills after using human patient simulation in second semester nursing students. Nursing students from a northern California university were approached to participate in the study in the fall of 2011 and spring of 2012. The WGCTA Form D and the Lasater Clinical Judgment Rubric were used as a method to determine any changes in critical thinking knowledge and skills. No simulation. This study adds to the body of knowledge relating to the use of human patient simulation.
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Janse, van Vuuren S. V. "The perceptions of nurse educators regarding the use of high-fidelity simulation in nursing education at a South African private nursing college." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/1752.
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Although Nurse Educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators cause frustration and anxiety. They struggle with how to include these tools, particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. Scoping literature reviews show that nursing practice has changed in recent years, placing demands on nurse educators to utilise different approaches in education. The fact that nurse educators are an aging population needs to be taken into consideration and acknowledge that many of them did not grow up with computers and lag behind in technological skills. The aim of this study was to investigate the perceptions of nurse educators regarding the use of high-fidelity simulation in nursing education at a South African Private Nursing College in order to be able to determine why High-fidelity Simulators (HFS) have not yet been embraced by nurse educators and students. A national survey of nurse educators and clinical training specialists was completed with 128 participants; but only 79 completed the survey. In addition to background information, participants were questioned about their use of simulators. They were asked to complete the Technology Readiness Index. Information was also obtained regarding their perceptions of the use of HFS. Findings included indications that everyone is at the same level as far as technology readiness is concerned; this, however, does not play a large role in the use of HFS. This finding supports the educators’ need for training to adequately prepare them to use simulation equipment. Recommendations for further study include research to determine what other factors play a role in the use of HFS, studies to determine whether the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The results of this study can be used as guidelines for other institutions to prepare their teaching staff for the use of HFS.
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Foret, Sherry. "A Mixed Methods Study Exploring the Effectiveness of High-Fidelity Simulation in Dietetics Education Though the Use of a Responsive Manikin." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427152.
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A dietitian must earn the credentials of Registered Dietitian Nutritionist to be employed as a clinical dietitian in the hospital and public health settings (Academy, 2013). According to the Bureau of Labor Statistics, the job outlook for registered dietitians is expected to grow 16% by 2024 (U.S. Bureau of Labor Statistics, 2016). In recent years, it has been increasingly difficult to find Registered Dietitians who are willing to serve as preceptors for dietetic students, leading to a shortage of internship sites (Thompson & Gutschall, 2015). Therefore, dietetic programs are forced to find other means of training, such as simulation for students to achieve dietetics competencies required for their credentialing. Simulation, specifically high-fidelity simulation, offers a real-world setting in which students could learn and achieve competencies. This study explored the use of simulation in dietetics education as it has been used in nursing education and other fields. It also investigated the role of technology acceptance in the successful implementation of simulation as it relates to self-efficacy and student-centered learning. Self-efficacy and student-centered learning were explored for their connection with achievement of clinical competencies in dietetics; particularly, the nutrition focused physical exam. The achievement of dietetics competencies with the use of simulation could implicate the effectiveness of simulation in dietetics education.
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Al-Qatawneh, Ruqaya A. "Development of Strategies for Effective Simulation-Based Learning in the Undergraduate Nursing Education at Nursing Colleges in United Arab Emirates : A Mixed Methods Study." Thesis, University of Pretoria, 2021. http://hdl.handle.net/2263/79546.
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Introduction: Simulation-based learning is a teaching methodology, which provides the students with a learning opportunity in an environment that simulates the clinical settings, where mistakes and learning can happen without any risk of patient harm. However, despite of its importance, there is a lack of empirical studies about simulation-based learning in the United Arab Emirates.
Aim: To explore and describe the perceptions of the nurse educators regarding simulation-based learning in the undergraduate nursing education and the hindering and facilitating factors for effective simulation-based learning in the United Arab Emirates in order to develop strategies for effective simulation-based learning.
Research design: A complex mixed method design.
Methods: The study design comprised four phases.
• Phase one: qualitative exploratory, descriptive, and contextual design, in which purposive sampling was used to collect data from 18 nurse educators working in two nursing colleges in the United Arab Emirates through individual interviews. Data was analysed using thematic analysis with the assistance of NVivo QSR software version 12.
• Phase two is a descriptive quantitative design, in which sampling for the entire population was used to collect data from 45 nurse educators working in two nursing colleges in the United Arab Emirates using a modified Simulation Culture Organizational Readiness Survey. Data was analysed with the assistance of the Statistical Package for Social Sciences Software using descriptive and inferential statistics.
• Phase three is meta-inferences: where mixing of data from both phase one and phase two was done to guide the process of phase four. The first three phases represent the exploratory sequential mixed method.
• Phase four is a modified e-Delphi technique: Purposive sampling was used among academic leaders and the nurse educators in the two nursing colleges, to develop a consensus on the strategies for effective simulation-based learning in the undergraduate nursing education. In this phase, data was collected through emails and online questionnaires. One hundred percent agreement on the proposed strategies granted, which indicated that the participants had reached the consensus.
Results and conclusion: Based on the nurse educators and academic leaders’ needs and perceptions, the SBL strategic recommendation developed, these recommendations that are aligned with the international simulation-based learning recommendation and practices. There was evidence between the perceived influencing factors and the utilization of simulation-based learning in the nursing colleges. This study evolved in many implications and recommendation in regard to the strategies for effective simulation-based learning to benefit nursing education.
Key terms / concepts: Simulation, Simulation-based learning, Undergraduate nursing
education, Strategies, Nurse educators, Effectiveness, Academic leaders.Thesis (PhD)--University of Pretoria, 2021.
Nursing Science
PhD
Unrestricted
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Striessnig, Erich, and Wolfgang Lutz. "How does education change the relationship between fertility and age-dependency under environmental constraints? A long-term simulation exercise." Max Planck Institute for Demographic Research, 2014. http://dx.doi.org/10.4054/DemRes.2014.30.16.
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Background: When asked what a desirable fertility level for populations might be, most politicians, journalists, and even social scientists would say it is around two children per woman, a level that has been labelled by demographers "replacement-level fertility." The reasons given for considering this level of fertility as something to aim at usually include maintaining the size of the labour force and stabilizing the old-age-dependency ratio.
Objective: In this paper, we scrutinize this wide-spread view by introducing education in addition to age and sex as a further relevant source of observable population heterogeneity. We consider several criteria for assessing the long-term implications of alternative fertility levels and present numerical simulations with a view on minimizing the education-weighted total dependency ratio and complement this with the goal of reducing the amount of greenhouse gas emission in the context of climate change.
Methods: We perform thousands of alternative simulations for different fertility levels (assumed to be constant over time) starting from empirically given population structures and derive the rate of fertility which yields the lowest level of our education-weighted dependency ratio. We study the sensitivity of our results to different parameter values and choose to focus on the actual populations of Europe and China over the course of the 21st century.
Results: The results show that when education is assumed to present a cost at young age and results in higher productivity during adult age, then the fertility rate that on the long run keeps dependency at a minimum turns out to lie well below replacement fertility both in Europe and in China under a set of plausible assumptions. The optimal fertility level falls even lower when climate change is factored in as well.
Conclusions: We conclude that there is nothing magical or particularly desirable about replacement level fertility. (authors' abstract)
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Douglas, William Roderick. "The potential of simulation as a strategy for teaching at the andragogic niveau with special reference to maritime training." Thesis, Cape Technikon, 1993. http://hdl.handle.net/20.500.11838/1939.
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Thesis (Masters Diploma (TPost-School Education))--Cape Technikon, Cape Town,1993The growing importance of the concept of learning by experience is highlighted through the credit given by American colleges for prior learning experience. However, it is not always possible to provide learners with the opportunity to gain experience where this involves equipment and tasks which are too costly in terms of time, expense, or risk of life and equipment. The accelelated development in technology has led to rapid changes in conditions and instrumentation in the cockpits of aircraft and on the bridges of ships. In maritime training, the burden of maintaining the contemporary relevance of simulation training has been born by the training institutions, who have had to face increased costs and the selection of suitable synthetic training devices (simulators) from a wide variety of equipment offered which ranges in sophistication from the relatively simple to the fully representational high.fidelity ship simulators. Decisions faced by training establishments revolve around the desirability of high. fidelity simulators, the effectiveness of less expensive part-task trainers, and whether the effectiveness of simulation justifies the financial layout and running costs of simulator equipment. These decisions would be influenced initially by the consideration of whether or not simulation is an effective teaching strategy in adult vocational training, and whether this strategy justifies the cost and effort which the application of simulation demands. It was therefore necessary to examine the potential of simulation in the light of historical success, and also the present status, utilisation and acceptance of simulation in the field of maritime training.
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Lee, Haegyun. "Level-set finite element simulation of free-surface flow." Diss., University of Iowa, 2007. http://ir.uiowa.edu/etd/168.
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Qin, Yueyue. "Climate Change Assessment in Columbia River Basin (CRB) Using Copula Based on Coupling of Temperature and Precipitation." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2312.
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The multi downscaled-scenario products allow us to better assess the uncertainty of the variations of precipitation and temperature in the current and future periods. Joint Probability distribution functions (PDFs), of both the climatic variables, might help better understand the interdependence of the two, and thus in-turn help in accessing the future with confidence. In the present study, we have used multi-modelled statistically downscaled ensemble of precipitation and temperature variables. The dataset used is multi-model ensemble of 10 Global Climate Models (GCMs) downscaled product from CMIP5 daily dataset, using the Bias Correction and Spatial Downscaling (BCSD) technique, generated at Portland State University. The multi-model ensemble PDFs of both precipitation and temperature is evaluated for summer (dry) and winter (wet) periods for 10 sub-basins across Columbia River Basin (CRB). Eventually, Copula is applied to establish the joint distribution of two variables on multi-model ensemble data. Results have indicated that the probabilistic distribution helps remove the limitations on marginal distributions of variables in question and helps in better prediction. The joint distribution is then used to estimate the change in trends of said variables in future, along with estimation of the probabilities of the given change. The joint distribution trends are varied, but certainly positive, for summer and winter time scales based on sub-basins. Dry season, generally, is indicating towards higher positive changes in precipitation than temperature (as compared to historical) across sub-basins with wet season inferring otherwise. Probabilities of changes in future, as estimated by the joint precipitation and temperature, also indicates varied degree and forms during dry season whereas the wet season is rather constant across all the sub-basins.
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Beischel, Kelly. "Anxiety as a Mediating Variable to Learning Outcomes in a Human Patient Simulation Experience: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1283285145.
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Cedergren, Anders. "Personal, Behavioral, and Environmental Influences on Employer Facilitated Health Consumerism among Employees of a Large Health System: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384425919.
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Fraenkel, Linda Anne. "Learning about water through the African catchment game : the refinement of a role playing simulation game." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005518.
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This research has undertaken two key mandates. One was to develop modifications to the African Catchment Game (ACG), a role playing simulation game, in order to simulate rainfall and water management processes representative of the southern African context. The other was to understand what, if any, learning associated with water management issues had taken place as a result of playing the ACG. The modification process took the form of an action research process. The initial modifications were trialed with South African students as part of their undergraduate Geography course offered at Rhodes University, South Africa. Subsequent modifications were implemented over a five month period with three diverse participant groups, namely Finnish, American and South African participants. An interpretive research orientation was employed in order to analyse both the qualitative and quantitative data that was generated. Pre- and Post-Game Questionnaires were used in order to identify the learning and understanding which the participants constructed as a result of playing the ACG. The Chi-Square Test was also applied to each of the pre- and post- questions to establish statistical significance. Subsequent analysis of these questions identified and traced patters and trends associated with learning and understanding across the three game runs. This research study draws on social constructivism and experiential learning as the dominant education theory that underpins it. Results revealed that for all three game runs learning took place. Participants identified dominant themes and environmental dimensions both before and after playing the ACG. The analysis of these responses indicated a deeper awareness of water as a contributing factor for sustainable economic development while the game runs enabled the researcher to adjust the water availability within each game run until rainfall and water management processes representative of a southern African context were successfully simulated in the last game run.
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Wisdom, Sonya L. "How a Science Methods Course May Influence the Curriculum Decisions of Preservice Teachers in The Bahamas." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279591543.
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Roa, Michelle. "Millennial students' preferred learning style : evaluation of collaborative learning versus traditional lecture methods." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/6.
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Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.
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Grieve, Susan M. "Cognitive Load Theory Principles Applied to Simulation Instructional Design for Novice Health Professional Learners." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_pt_stuetd/78.
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While the body of evidence supporting the use of simulation-based learning in the education of health professionals is growing, howor why simulation-based learning works is not yet understood. There is a clear need for evidence, grounded in contemporary educational theory, to clarify the features of simulation instructional design that optimize learning outcomes and efficiency in health care professional students.
Cognitive Load Theory (CLT) is a theoretical framework focused on a learner’s working memory capacity. One principle of CLT is example based learning. While this principle has been applied in both traditional classroom and laboratory settings, and has shown positive performance and learning outcomes, example based learning has not yet been applied to the simulation setting. This study had two main objectives: to explore if the example-based learning principle could successfully be applied to the simulation learning environment, and to establish response process validation evidence for a tool designed to measure types of cognitive load.
Fifty-eight novice students from nursing, podiatric medicine, physician assistant, physical and occupational therapy programs participated in a blinded randomized control study. The dependent variable was the simulation brief. Participants were randomly assigned to either a traditional brief or a facilitated tutored problem brief. Performance outcomes were measured with verbal communications skill presented in the Introduction, Situation, Background, Assessment, Recommendation (I-SBAR) format. Response process evidence was collected from cognitive interviews of 11 students.
Results indicate participation in a tutored problem brief led to statistically significant differences at t(52)=-3.259, p=.002 in verbal communication performance compared to students who participated in a traditional brief. Effect size for this comparison was d=(6.06-4.61)/1.63 = .89 (95% CI 0.32-1.44). Response process evidence demonstrated that additional factors unique to the simulationlearning environment should be accounted for when measuring cognitive load in simulation based learning (SBL).
This study suggests that example based learning principles can be successfully applied to SBL and result in positive performance outcomes for health professions students. Additionally, measures of cognitive load do not appear to capture all contribution toload imposed by the simulation environment.
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Lunce, Leslie Matthew. "An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3943/.
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Innovative educators seek technologies to facilitate or enhance the learning experience while taking nothing away from the message of instruction. Simulations have been shown to meet this requirement. While simulations cannot replace the teacher or the message of instruction, they can provide a deeper and more cognitively engaging learning experience. Classroom use of simulations has been ongoing since the 1960's. However, substantive research on their efficacy remains limited. What research has been conducted indicates that simulations possess great potential as aids to instruction. The author of this dissertation pursued this question focusing on whether simulations contribute to instruction by facilitating transfer, improved motivation and increased engagement. This dissertation documents a study in which instructional simulations were used in undergraduate science courses to promote engagement, transfer and knowledge-seeking behavior. The study took place at Midwestern State University (MSU), a public university located in north-central Texas with a student population of approximately 5,500. The study ran during the fall 2006 and spring 2007 terms. Samples consisted of students enrolled in GNSC 1104 Life / Earth Science during the fall term and GNSC 1204 Physical Science during the spring term. Both courses were offered through the Department of Science and Mathematics at MSU. Both courses were taught by the same professor and are part of the core curriculum for undergraduates in the West College of Education at MSU. GNSC 1104 and GNSC 1204 yielded samples of n = 68 and n = 78 respectively. A simulation focusing on earthquakes was incorporated into the curriculum in GNSC 1104 while a simulation which presented concepts from wave propagation was included in GNSC 1204. Statistical results from this study were mixed. Nevertheless, studies of this type are warranted to gain a more complete understanding of how students are impacted by their interactions with simulations as well as the role simulations can play in the curriculum.
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Brown, Jill Marie. "Servant Leadership Towards Cultural Competency and Critical Thinking: A Mixed Methods Study in Zambia." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_ot_student_dissertations/65.
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There is a paucity of occupational therapy literature related to the professional development process that occurs when students participate in immersive, international servant leadership experiences in developing countries. A scarcity of literature exists on how such culturally rich experiences can influence the development of the participating students’ dispositional critical thinking and cultural competency skill sets. This mixed methods study depicts how a 3-week servant leadership experience in Zambia, Africa, measured the acquisition of dispositional critical thinking and cultural competency skill sets in novice to experienced occupational therapy students. Moreover, this study infuses a constructivist grounded theory approach to uncover a holistic understanding of the professional development process that occurred for the participating students over a 3-week immersion experience in Zambia. This study highlights how a hands-on servant leadership experience in Zambia contributed to the acquisition of professional development and problem-solving skills and cultural responsiveness for students who were trained in westernized health care practices. The participants demonstrated statistically significant increases in their critical thinking skills with medium effect sizes in truth-seeking, inquisitiveness, analyticity, systematicity, confidence, and maturity of judgment. In addition, the participants demonstrated statistically significant increases in cultural competency skills with medium to very large effect sizes in cultural awareness, cultural knowledge, cultural skills, cultural encounters, and cultural desires. The qualitative strand of the study revealed the professional growth of the students during the experience through the themes that emerged: “resilient occupational therapy lens” and “empowered occupational therapy students.” Furthermore, this mixed methods study provides a Servant Leadership Professional Development Model to illustrate the transformational professional development process that students underwent that is supported by the mixed methods data findings.
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Ram, Kadambari. "A Complex Systems Simulation Study for Increasing Adaptive-Capacity." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4477.
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Examination of empirical research confirmed that climate change is a complex problem of anthropological origin and revealed the need for a management framework to facilitate strategic decisions aimed at mitigating a rise in global temperatures of 2-°C linked to irresponsible and unsustainable business practices. The purpose of this simulation study was to develop a management framework of resilience, robustness, sustainability, and adaptive-capacity (RRSA) for organizations viewed as complex systems to address the current unsustainable state. As such, the evolutionary-RRSA prisoner's dilemma (PD) simulation was developed using an evolutionary game theory approach to agent based modeling and simulation, to generate data. Regression analyses tested the relationships between organizational resilience (x1), robustness (x2), and sustainability (x3) as independent variables, and the dependent variable of adaptive capacity (y) for cooperative and defective strategies. The findings were that complex nonlinear relationships exist between resilience, robustness, sustainability, and adaptive-capacity, which is sensitive to initial conditions and may emerge and evolve from combinations of cooperative and defective decisions within the evolutionary RRSA PD management tool. This study resulted in the RRSA management framework, a cyclical 4-phased approach, which may be used by climate governance leaders, negotiators, and policy-makers to facilitate strategy to move global climate change policy forward by guiding bottom-up consumption and production of GHGs, thereby improving adaptive-capacity, while mitigating an increase in global temperatures of 2-°C, which in turn would improve global socio-economic conditions.
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Murgham, Haithem Abualasaad. "Enhancing and Expanding Conventional Simulation Models of Refrigeration Systems for Improved Correlations." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1544524232130074.
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Adams, Terry Rachael. "Overcoming Barriers to Teaching Action-Based Environmental Education: A Multiple Case Study of Teachers in the Public School Classroom." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1230.
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As the human population increases, it becomes increasingly more important for society to understand the impact of humans on the environment. Preserving fixed resources by engaging in sustainable practices is necessary to ensure those resources are available for future generations. Since the early 1960s, policy makers and educators alike have sought to ensure that students graduate environmentally literate. Previous research has identified a multitude of barriers that limit classroom teacher’s ability to integrate environmental education into their curriculum. The purpose of this study was to investigate how teachers overcome those barriers that restrict the integration of action based environmental education into the public school classroom. This was a three case study of public high school teachers. Data were gathered for this qualitative study through observations, interviews, and the collection of documents. Constant comparative method was utilized to analyze data. The researcher conducted a within-case analysis for each case and a cross-case analysis as well. Through the use of coding, the researcher identified patterns and themes across cases. Barriers identified by participants included resources, time, and risk. The primary factors uncovered by this study, which potentially affect teacher efficacy, are personal and educational background, the availability of mentors, and support of outside agencies. The implications for policy makers and institutions of higher education that can be drawn from this study are that, through the course of teacher undergraduate and graduate education, teachers should be provided with field experiences in the area of environmental education. In addition to providing field experiences, finding ways to link teachers to outside environmentally focused agencies and mentors increases teacher efficacy by providing support and resources.
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Seago, Trena. "A DEBRIEFING TECHNIQUE IN HIGH-FIDELITY PATIENT SIMULATION AND COMPETENT DECISION-MAKING ABILITIES AMONG NURSING STUDENTS." UKnowledge, 2016. https://uknowledge.uky.edu/edc_etds/18.
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Nursing faculty are utilizing high-fidelity patient simulation (HPS) with debriefing to help engage nursing students in making competent clinical decisions. This quasi-experimental study examined the use of HPS with debriefing and students’ ability to make nursing care decisions using standardized exams. The experimental group received debriefing after HPS and the control group did not receive debriefing after HPS. The pre- and post-test assessed participants’ ability to make clinical care decisions. The analysis of the pre-test and post-test HESI scores showed that there was no significant difference between the two groups.
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Archer, Elize. "Using simulation for achieving competency in the practical procedures of a Critical care nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2028.
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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.
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Tyrie, Elizabeth Katharyn. "Combining Quantitative Eye-Tracking and GIS Techniques with Qualitative Research Methods to Evaluate the Effectiveness of 2D and Static, 3D Karst Visualizations: Seeing Through the Complexities of Karst Environments." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1351.
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Karst environments are interconnected landscapes vulnerable to degradation. Many instances of anthropogenic karst disturbance are unintentional, and occur because of the public's lack of understanding or exposure to karst knowledge. When attempts are made to educate the general public about these landscapes, the concepts taught are often too abstract to be fully understood. Thus, karst educational pursuits must use only the most efficient and effective learning materials. A technique useful for assessing educational effectiveness of learning materials is eye-tracking, which allows scientists to quantitatively measure an individual's points of interest and eye movements when viewing a 2D or 3D visualization. Visualization developers use eye-tracking data to create graphics that hold the observer's attention and, thereby, enhance learning about a particular concept. This study aimed to assess and improve the educational effectiveness of 2D karst visualizations by combining eye-tracking techniques with Geographic Information Systems, knowledge assessments, and semi-structured interviews. The first phase of this study consisted of groups of 10 participants viewing 2D karst visualizations with one category of manipulated visual stimuli. The second phase consisted of groups of 10-15 participants viewing 2D karst visualizations that were created based on the results from the first phase. The results of this study highlighted both effective stimuli in karst visualizations and stimuli that hinder the educational effectiveness of visualizations.
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Pratt, Robbie. "A COMPARISON OF THE OBSERVED WAKE EFFECT WITH SEVERAL WAKE MODELS USING BOTH ANALYTIC AND CFD SIMULATION METHODS - FOR THE CASE OF BLOCK ISLAND OFFSHORE WIND FARM." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377938.
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This paper sets out to analyze the observed wake effect at Block Island Wind Farm. A comparison is made between several wake simulation methods and the observed data at Block Island using analytic and CFD (Computational Fluid Dynamics) modelling methods. The observed wake results at Block Island show a similar trend evident in earlier papers- a large power deficit found between the first two Wind Turbine Generators (WTGs) in the row followed by a slight variation in power along the row for the remainder of the WTGs. A noticeable difference is seen between the last two WTGs in the row where an increase in power is found. This increase in power is thought to be due to the alignment of the wind farm. Nevertheless, when the observed data is compared with the modeled results, the observed data seem to underestimate the wake effect due to misalignment issue with the nacelle wind direction measurement. A sensitivity analysis is conducted on the Wake Decay Constant (WDC) and Turbulence Intensity (TI) values. The results show a maximum power variation of ≈30% between a WDC value of 0.07 and 0.04 and ≈18% for TI values between 8% and 14%. The findings show that a value in the higher range of the examined WDC (0.06 and 0.07) and TI (12% and 14%) values represent a better comparison to the observed data. Nevertheless, it is not recommended to alter these parameters to fit the observed data. Furthermore, due to high uncertainty in the data measurements, and hence observed results, a clear conclusion indicating which wake model best represents the wake effect at Block Island cannot be stated.
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Goetz, William Clark. "THE USE OF A NARRATIVE SIMULATION IN RURAL RESIDENTIAL FIRE PREVENTION: A PRELIMINARY STUDY OF CHANGES IN BEHAVIORAL INTENTION." UKnowledge, 2013. http://uknowledge.uky.edu/edc_etds/5.
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Rural Kentucky residents suffer twice as many fire residential deaths than the national average. Fire prevention programs are primarily aimed at elementary school children however these children do not make the decisions nor take the precautions necessary to alter these conditions; their adult parents do. There is little research into the development of fire safety instructional interventions that need to reach these rural at-risk adults. In this study, a well-designed story simulation Uncle Charlie’s Christmas was developed to provide an instructional intervention to prevent injury and fatality from rural residential fires.An intervention-control repeated measure research design was conducted to investigate participants’: (1) exposure to fire hazard risk, (2) the knowledge of risks and (3) safe practices in the event of a fire and also (4) participants’ behavioral intentions to make changes to prevent fire through hazard reduction and to understand decision making in the event of a fire.The Uncle Charlie’s Christmas narrative simulation instructional materials were effective at engaging participants in decision- making situations they might encounter in an actual fire emergency situation. Participants’ responses to the simulation demonstrated knowledge of hazards, however, a sub-group of responses did reveal many ‘bad’ decisions (resulting in failure to exit or other unsafe practices) during the use of the simulation. The Thinking Talking and Acting (TTAS) proxy measure of behavioral intention had high internal reliability at a .93 Chronbach Alpha, demonstrating the utility of the measure for future research. A limitation was a low participation rate (n=52), requiring Wilcoxon non-parametric analyses. There were no significant differences between the intervention and control groups on the pre-post TTAS behavioral change proxy measure. There were significant pre-post (2 week) differences within the intervention group when the Thinking, Talking and Acting scales scores were analyzed. These trends suggest that further research with a robust sample size is needed for a generalizable assessment of the effectiveness of the narrative simulation instructional materials. Low literacy levels of participants suggest alternative audio formats may also improve utility of the instructional approach in real-world community settings to reach those at risk of exposure to rural residential fire hazards.
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Hallmark, Shauna L. "Analysis and prediction of individual vehicle activity for microscopic traffic modeling." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/20736.
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