ACCESS TIME OF EMERGENCY VEHICLES UNDER THE CONDITION OF STREET BLOCKAGES AFTER A LARGE EARTHQUAKE

The previous studies have been carried out on accessibility in daily life. However it is an important issue to improve the accessibility of emergency vehicles after a large earthquake. In this paper, we analyzed the accessibility of firefighters by using a microscopic simulation model immediately after a large earthquake. More specifically, we constructed the simulation model, which describes the property damage, such as collapsed buildings, street blockages, outbreaks of fires, and fire spreading, and the movement of firefighters from fire stations to the locations of fires in a large-scale earthquake. Using this model, we analyzed the influence of the street-blockage on the access time of firefighters. In case streets are blocked according to property damage simulation, the result showed the average access time is more than 10 minutes in the outskirts of the 23 wards of Tokyo, and there are some firefighters arrive over 20 minutes at most. Additionally, we focused on the alternative routes and proposed that volunteers collect information on street blockages to improve the accessibility of firefighters. Finally we demonstrated that access time of firefighters can be reduced to the same level as the case no streets were blocked if 0.3% of residents collected information in 10 minutes

Examining the Difference Between Asynchronous and Synchronous Training

For my project, we chose to do a thesis so that it would better help me out in the future in the case I wanted to get my PhD. My thesis so far has been to develop software that will help POD sites better be able to train their volunteers in the case of an emergency. We have already collected some data for our research from a test POD site that was constructed. We took data on the amount of time it took each volunteer to get an individual actor through the line depending on whether they learned via teacher or by my software. The data helped to prove how beneficial teaching via software could be, due to the fact there wasn’t any missing information, and there was a greater retention rate. Currently I just work at Lowes as a customer service administrator, mostly so I get to interact with customers every day to better understand how to communicate and give the information I would have on my software. The general are that my research has been taken so far is in emergency preparedness, and I would like to continue heading this direction until other opportunities arise

Seafloor characterization using airborne hyperspectral co-registration procedures independent from attitude and positioning sensors

The advance of remote-sensing technology and data-storage capabilities has progressed in the last decade to commercial multi-sensor data collection. There is a constant need to characterize, quantify and monitor the coastal areas for habitat research and coastal management. In this paper, we present work on seafloor characterization that uses hyperspectral imagery (HSI). The HSI data allows the operator to extend seafloor characterization from multibeam backscatter towards land and thus creates a seamless ocean-to-land characterization of the littoral zone

Construction and Application of Learner Corpus for Chinese Language E-Learning Systems

制度:新 ; 報告番号:甲3354号 ; 学位の種類:博士(国際情報通信学) ; 授与年月日:2011/2/23 ; 早大学位記番号:新567

Student perceptions of computer-mediated communication tools in online learning: Helpfulness and effects on teaching, social, and cognitive presence

Distance learning continues to be used in the context of teacher training in special education. Distance learning is experienced through computer-mediated communication (CMC) tools via the Internet, or online learning. Little research has been done to evaluate student perceptions of the helpfulness of CMC tools in online learning. This quantitative study utilizes an online survey of graduate and certification teachers in training for special education. The survey evaluates student perceptions of CMC tool helpfulness, social presence, teaching presence and cognitive presence. Descriptive and inferential statistical analyses are used to evaluate mean differences for different combinations of CMC tool usage and for possible relationships between tool helpfulness and social or teaching presence. Additional demographic variables of gender, level of study, registration status, concentration of study, prior online courses taken and years of teaching experience are also evaluated for possible relationships with social, teaching, and cognitive presence. Results suggest that participants were comfortable with using CMC tools and perceived e-mail, discussion forums, news forums, web-conferencing, and text chat as helpful tools for social and teaching presence communications. Participants using discussion forums perceived higher teaching and cognitive presence than those using only web-conferencing. Participants using both discussion forums and web-conferencing perceived higher cognitive presence than those using only web-conferencing. Results of standard multiple regressions indicated that 31% of the variance in teaching presence (24% of variance in social presence) was accounted for by knowing helpfulness scores on e-mail, discussion forums, and news forums. Discussion forums were most helpful for promoting teaching presence. E-mail was most helpful for promoting social presence. There were no statistically significant mean differences among groups based on gender, level of study, registration status, concentration of study, or years of teaching experience. Results suggest that perceptions of teaching and cognitive presence may decline as the number of online courses taken increases

An analysis of student collaboration and task completion through project based learning in a web-supported undergraduate course

Over the past decade calls for reform in higher education have emphasized that education should become less instructor centered with students taking a more active role in their learning. Moreover, there is increasing pressure on university professors to implement student centered teaching strategies that negate time and place restrictions of the classroom by integrating technologies that support the active engagement of students through Internet based applications. The goal of this study was to gain insights into the interactions that occur in online communications in a project-based learning activity. Twenty-one undergraduate students participated in the study while completing a component of a course that incorporated a collaborative project as part of the requirements for completion. A multi-case study was conducted on six collaborative groups, focusing on the types and frequencies of interactions that occurred within each group and the perceptions that students had of their experiences in this type of learning environment. It was found that the interactions that occurred online closely followed established steps in the problem solving process. There were also indications that the type of system used for online communications (asynchronous and synchronous) is an important factor in task appropriateness. The findings of this study also revealed that high and low achieving groups differ in frequency and temporal aspects of their online interactions. Students also differentiated between asynchronous and synchronous systems as to the type of tasks that are best suited for each. Their was a general consensus that asynchronous systems are best for tasks that require reflection time and deeper thought and synchronous systems are best for brainstorming and as a forum for the free flow of ideas. The latter also seems to be more conducive to situations that require solidarity building and group social connection. The findings of this study provide valuable information that contributes to the body of literature in online learning, provided practitioners with insights into the importance of the interactions that occur, and provides researchers with possible future studies that are relevant to this immerging field of education

Assessing the Impact of Crowd Tasking Apps on Resuscitation Success: The Case of Sudden Cardiac Arrests in Germany

Sudden cardiac arrest (SCA) is among the three most prominent causes of death in industrialized nations. Therefore, experts are calling for solutions, including IT-systems to mobilize volunteers. SCA emergencies require immediate action and advanced first aid skills. As of today, emergency services are often unable to arrive at the victim in time, and laypeople on the scene frequently fail to conduct resuscitation properly. One approach to solve this problem is to rely on skilled volunteers, who are alerted by smartphone apps. Among others, German researchers are currently developing a crisis response system with a crowd tasking app. It aims to help reduce the effects of large-scale events, but also of ad-hoc incidents including SCA. This paper describes an approach to determine the potential of the system to increase the survival rate of SCA illustrated based upon data from Germany. Its concept was analyzed by experts and benefited from their feedback.BMBF, 13N12813, Verbesserte Krisenbewältigung im urbanen Raum durch situationsbezogene Helferkonzepte und Warnsysteme (ENSURE