Summary of electric vehicle dc motor-controller tests

The differences in the performance of dc motors are evaluated when operating with chopper type controllers, and when operating on direct current. The interactions between the motor and the controller which cause these differences are investigated. Motor-controlled tests provided some of the data the quantified motor efficiency variations for both ripple free and chopper modes of operation

Baseline tests of the C. H. Waterman Renault 5 electric passenger vehicle

The Waterman vehicle, a four passenger Renault 5 GTL, performance test results are presented and characterized the state-of-the-art of electric vehicles. It was powered by sixteen 6-volt traction batteries through a two-step contactor controller actuated by a foot throttle to change the voltage applied to the 6.7 -kilowatt motor. The motor output shaft was connected to a front-wheel-drive transaxle that contains a four-speed manual transmission and clutch. The braking system was a conventional hydraulic braking system

Effects of Structural Flaws on the Psychometric Properties of Multiple-Choice Questions

The sentiment that there is more work to be done than there is time is pervasive among faculty members at most academic institutions. At health science centers, faculty members often balancing teaching responsibilities, clinical loads, and research endeavors. Creative use of educational support staff may provide institutions an avenue for accomplishing goals related to quality improvement, curriculum revision, and accreditation tasks. One such task is the maintenance of a bank of multiple-choice examination items that are free of structural flaws. This study measured the effects of a systematic approach to revising structural flaws in multiple-choice questions on the psychometric properties of the items. Structural flaws were identified by educational support staff instead of the faculty experts who authored the items and were responsible for teaching the content knowledge the items were intended to assess. Two-way ANOVA was used to measure the outcome of the revision project and structural flaw type on the psychometric qualities of existing conventional multiple-choice examination items. Neither variable had a statistically significant effect on the psychometric qualities of the items. Nonetheless, efforts to remove structural flaws from multiple-choice items may lead to stronger reliability estimates, enhanced validity evidence, and an improved test-taking experience for students. Adviser: Allen Steckelber

The influence of cycloplegic in objective refraction

The purpose of this study was to compare refractions measured with an autorefractor and retinoscopy in cycloplegic and non-cycloplegic eyes. The objective refractions were performed in 199 right eyes from 199 healthy young adults with a mean age of 21.6 ±2.66 years. The measurements were performed first without cycloplegia and repeated 30 minutes later with cycloplegia. Data were analyzed using Fourier decomposition of the power profile. More negative values of component M and J0 were give by non-cycloplegic autorefraction compared to cycloplegic autorefraction (p<0.001). However more positive values were given by non-cycloplegic autorefraciton regarding to the J45 vector, althought this differences were not statistically significant (p=0.233). Regarding retinoscopy, more negative values of component M where obtained with non-cycloplegic retinoscopy (p<0.001); for the cylindrical vectors J0 and J45 the retinoscopy without cycloplegic yields more negative values (p= 0.234; p= 0.112, respectively). Accepting that differences between cycloplegic and non-cycloplegic retinoscopy are only due to accommodative response, present results confirm that when performed by an experienced clinician, retinoscopy is a more reliable method to obtain objective start point for refraction under non-cycloplegic conditions

The Cow: Discovery of a Luminous, Hot, and Rapidly Evolving Transient

We present the ATLAS discovery and initial analysis of the first 18 days of the unusual transient event, ATLAS18qqn/AT2018cow. It is characterized by a high peak luminosity (~1.7 × 1044 erg s−1), rapidly evolving light curves (>5 mag rise to peak in ~3.5 days), and hot blackbody spectra, peaking at ~27,000 K that are relatively featureless and unchanging over the first two weeks. The bolometric light curve cannot be powered by radioactive decay under realistic assumptions. The detection of high-energy emission may suggest a central engine as the powering source. Using a magnetar model, we estimated an ejected mass of 0.1–0.4 M ${}_{\odot }$, which lies between that of low-energy core-collapse events and the kilonova, AT2017gfo. The spectra cooled rapidly from 27,000 to 15,000 K in just over two weeks but remained smooth and featureless. Broad and shallow emission lines appear after about 20 days, and we tentatively identify them as He i although they would be redshifted from their rest wavelengths. We rule out that there are any features in the spectra due to intermediate mass elements up to and including the Fe group. The presence of r-process elements cannot be ruled out. If these lines are due to He, then we suggest a low-mass star with residual He as a potential progenitor. Alternatively, models of magnetars formed in neutron star mergers, or accretion onto a central compact object, give plausible matches to the data

Synchronous online CPD: empirical support for the value of webinars in career settings

The careers profession in England is facing unprecedented challenges. Initiatives to improve service delivery while keeping costs low are attractive and online training holds the promise of high impact at low cost. The present study employs a qualitative methodology to evaluate a series of online ‘webinars’ conducted with 15 careers advisers. Results showed that the technology itself could impede learning, and participants missed out on the peer-to-peer interaction that takes place in a ‘bricks and mortar’ setting, but overall participants found that access to relevant, good quality training from the convenience of their workplace more than compensated for the challenges. The article offers conceptual support for the viability of online learning through the theory of equivalency, andragogy and transactional distance theory, and makes recommendations for practice

Feasibility of a Readiness Exam for Predicting Radiography Program Success: A Pilot Study

ABSTRACT Background: Research investigating predictors of academic success in rigorous health science education is valuable for curricular intervention for identified at-risk students. Various predictors of success have been investigated, but the literature is insufficient when examining anatomy and physiology readiness scores as they correlate to radiography curricular success. This pilot study assessed the correlation between readiness exam scores and programmatic course GPA to determine if the scores could be used as a metric for identifying academic success resources for incoming students. Cohorts of the radiography program at a midwestern health sciences center demonstrated a longitudinal trend of difficulty with anatomy and physiology programmatic coursework. Therefore, researchers set out to investigate whether or not readiness exam scores, in addition to the metrics they were already utilizing, could be used as a tool for early academic remediation. Objective: The objective of this study was to determine if the anatomy and physiology readiness exam scores would be reliable indicators of programmatic success in anatomy and physiology program coursework. Design: This investigation occurred in two phases: a retrospective correlational phase and a quasi-experimental phase. Methods: Retrospective data from cohorts that matriculated between 2013 and 2017 (n=91) was collected and de-identified. Data included prerequisite grade point average (GPA) and grades from anatomy and physiology course taken during the program. During the quasi-experimental phase, a sample of students (n=18) completed a readiness examination. The scores from this examination were correlated with prerequisite GPA and program anatomy and physiology GPA. Results: Data analysis revealed prerequisite GPA and the anatomy and physiology section of the readiness examination to be strong and moderate predictors of programmatic anatomy and physiology course grades, respectively. Conclusion: Predictors of curricular success in a radiography program’s anatomy and physiology coursework are essential factors to consider in relation to admissions practices, curricular prerequisite standards, and on-boarding of new students, especially those identified as at-risk

Ob/Gyn Residents’ Confidence Completing Genetic Carrier Screening-Related Tasks Before and After an Interactive Educational Intervention

This is a published abstract from the UNMC Spotlight on Scholarship 2024

Student Builders of Online Curriculum Content. What Are Their Perceptions and Motivations?

Objective/Purpose: 1. Describe the benefits and challenges of establishing a campus-wide student-centered program to create online curricular content. 2. Gain insight about student perceptions and motivations for becoming curriculum content developers. Need for Innovation: Faculty receive constant encouragement to discover methods for transforming health science instructional materials using active learning. Faculty identify lack of time as the most significant barrier to developing blended and online materials. In 2014, our academic medical center issued a student-centered call for proposals to create online materials for the Interactive E-Learning Program as a means to include students in the curricular change process. By pairing student creators, many of whom are fluent consumers of technology and digital education, with content expert faculty, the program uniquely capitalized on the students desire to contribute with the identified need of faculty for production time. Instructional Methods/Materials Used: The first call for student proposals was conducted in the fall of 2014, with the second in the fall of 2015. The competitive application required the following information: project members, faculty advisors, learning objectives, budget worksheet, description of the proposed module, and implementation plans for the curriculum. Awardees received $1000 per project for project expenses or student stipends. Students developed modules in six months with guidance from faculty advisors using resources available in the campus e-learning studio. Program completion was recognized by a letter of commendation. During the summer of 2016, students from both cohorts took part in a survey to assess their motivations and perceived benefits of participating in the Interactive E-Learning Program. Educational Outcomes: The two calls for proposals resulted in 30 funded student projects covering curricular topics for medicine, nursing, pharmacy, dentistry, allied health, and public health. A total of 58 students were involved and worked solo or in groups of 2-4 people. Survey results indicated students were motivated to participate by the desire to contribute to or enhance the curriculum and to develop their own e-learning skills. Students perceived an enhanced relationship with their faculty advisors and increased e-learning skills to be benefits of the program. Students also perceived participation in the program as a positive addition to their CV. Strengths/Areas for Improvement: The energy and creativity with which students approached the modules they designed resulted in many novel projects. The centralized e-learning studio and instructional design staff are strengths of the program, ensuring the modules meet instructional design principles, university branding requirements, copyright guidelines, and accessibility rules. An internal rubric and project checklist provided a guide for development and served as a tool for evaluation and feedback. Areas for improvement include the development of more interprofessional student teams that can lead to content applicable in more than one curriculum (eg professionalism skills, vital signs, medical history, etc). Approaches for identifying opportunities to implement the student-developed materials into courses on campus is also under consideration. Feasibility of Program Maintenance/Transferability: Many health sciences programs are facing curriculum redesign to meet the learning needs of current and future students or are seeking ways to engage students in the learning process. Based on our findings, extending the opportunity to students to become creators in partnership with faculty content experts was highly successful. Students are now more than just learners, but are also demonstrating altruistic behaviors to contribute and enhance curriculum for future students. After initial expenditures are made to acquire the proper software and hardware needed to support a formal e-learning program, the cost of maintaining such equipment is of small consequence when considering the impact of this program for the student developers, their faculty mentors, and the entire campus community

Sensitivity of Chaos Measures in Detecting Stress in the Focusing Control Mechanism of the Short-Sighted Eye

yesWhen fixating on a stationary object, the power of the eye’s lens fluctuates. Studies have suggested that changes in these so-called microfluctuations in accommodation may be a factor in the onset and progression of short-sightedness. Like many physiological signals, the fluctuations in the power of the lens exhibit chaotic behaviour. A breakdown or reduction in chaos in physiological systems indicates stress to the system or pathology. The purpose of this study was to determine whether the chaos in fluctuations of the power of the lens changes with refractive error, i.e. how short-sighted a subject is, and/or accommodative demand, i.e. the effective distance of the object that is being viewed. Six emmetropes (EMMs, non-short-sighted), six early-onset myopes (EOMs, onset of short-sightedness before the age of 15), and six late-onset myopes (LOMs, onset of short-sightedness after the age of 15) took part in the study. Accommodative microfluctuations were measured at 22 Hz using an SRW-5000 autorefractor at accommodative demands of 1 D (dioptres), 2 D, and 3 D. Chaos theory analysis was used to determine the embedding lag, embedding dimension, limit of predictability, and Lyapunov exponent. Topological transitivity was also tested for. For comparison, the power spectrum and standard deviation were calculated for each time record. The EMMs had a statistically significant higher Lyapunov exponent than the LOMs ( 0.64±0.330.64±0.33 vs. 0.39±0.20 D/s0.39±0.20 D/s ) and a lower embedding dimension than the LOMs ( 3.28±0.463.28±0.46 vs. 3.67±0.493.67±0.49 ). There was insufficient evidence (non-significant p value) of a difference between EOMs and EMMs or EOMs and LOMs. The majority of time records were topologically transitive. There was insufficient evidence of accommodative demand having an effect. Power spectrum analysis and assessment of the standard deviation of the fluctuations failed to discern differences based on refractive error. Chaos differences in accommodation microfluctuations indicate that the control system for LOMs is under stress in comparison to EMMs. Chaos theory analysis is a more sensitive marker of changes in accommodation microfluctuations than traditional analysis methods