Integrated electronic prescribing and robotic dispensing: a case study

INTRODUCTION: To quantify the benefits of electronic prescribing directly linked to a robotic dispensing machine. CASE DESCRIPTION: Quantitative case study analysis is used on a single case. Hospital A (1,000 beds) has used an integrated electronic prescribing system for 10 years, and in 2009 linked two robotic dispensing machines to the system. The impact on dispensing error rates (quality) and efficiency (costs) were assessed. EVALUATION AND DISCUSSION: The implementation delivered staff efficiencies above expectation. For the out-patient department, this was 16% more than the business case had suggested. For the in-patients dispensary, four staff were released for re-deployment. Additionally, £500,000 in stockholding efficiency above that suggested by the business case was identified. Overall dispensing error rates were not adversely affected and products dispensed by the electronic prescribing - robot system produced zero dispensing errors. The speed of dispensing increased also, as the electronic prescribing - robot combination permitted almost instantaneous dispensing from the point of a doctor entering a prescription. CONCLUSION: It was significant that the combination of electronic prescribing and a robot eliminated dispensing errors. Any errors that did occur were not as a result of the electronic prescribing - robotic system (i.e. the product was not stocked within the robot). The direct linking of electronic prescribing and robots as a dispensing system together produces efficiencies and improves the quality of the dispensing process

A simple analytic model for astrophysical S-factors

We propose a physically transparent analytic model of astrophysical S-factors as a function of a center-of-mass energy E of colliding nuclei (below and above the Coulomb barrier) for non-resonant fusion reactions. For any given reaction, the S(E)-model contains four parameters [two of which approximate the barrier potential, U(r)]. They are easily interpolated along many reactions involving isotopes of the same elements; they give accurate practical expressions for S(E) with only several input parameters for many reactions. The model reproduces the suppression of S(E) at low energies (of astrophysical importance) due to the shape of the low-r wing of U(r). The model can be used to reconstruct U(r) from computed or measured S(E). For illustration, we parameterize our recent calculations of S(E) (using the Sao Paulo potential and the barrier penetration formalism) for 946 reactions involving stable and unstable isotopes of C, O, Ne, and Mg (with 9 parameters for all reactions involving many isotopes of the same elements, e.g., C+O). In addition, we analyze astrophysically important 12C+12C reaction, compare theoretical models with experimental data, and discuss the problem of interpolating reliably known S(E) values to low energies (E <= 2-3 MeV).Comment: 13 pages, 5 figures, Phys. Rev. C, accepte

Electromagnetic properties of ice coated surfaces

The electromagnetic scattering from ice coated structures is examined. The influence of ice is shown from a measurement standpoint and related to a simple analytical model. A hardware system for the realistic measurement of ice coated structures is also being developed to use in an existing NASA Lewis icing tunnel. Presently, initial measurements have been performed with a simulated tunnel to aid in the development

Self-Directed Learning: A Potential Predictor of Technology Integration Confidence among Preservice Teachers

The purpose of this study was to examine the relationship between self-directed learning (SDL) and the confidence to integrate technology into the classroom among preservice K-12 teachers enrolled at a large southeastern university. The intent was to determine the extent to which SDL is related to technology integration confidence and, further, to what extent SDL predicts technology integration confidence. In this study, the Personal Responsibility Orientation—Self-Directed Learning Scale (PRO-SDLS) (Stockdale, 2003; Stockdale & Brockett, 2010) was used to measure levels of learner self-direction. Additionally, the Technology Integration Confidence Scale (TICS) (Browne, 2009) was revised (TICS-R) and was used to measure the confidence to integrate technology into the classroom. To conduct this study, a teacher education program at one large, southeastern university was chosen as the population. Of this population, coordinators for two courses offered in the teacher education program gave permission to survey their students. Of these two courses, 143 preservice teachers were contacted, 115 responded, and 102 fully participated. Analysis was conducted to investigate the relationships between the factors of SDL and technology integration confidence. Demographic variables of age, gender, ethnicity, teacher education program, GPA, and whether or not they had completed the teacher education technology course at this university were also examined, but were primarily intended to provide a profile of the sample. This study revealed that SDL has both a significant relationship with and is a predictor of technology integration confidence. Significant relationships were found among the factors of the PRO-SDLS and the subscales of the TICS-R. The strongest relationship was between self-efficacy and technology integration confidence. Self-directed learning was found to predict technology integration confidence at a statistically significant level. The reliability of the PRO-SDLS was found to be consistent with previous research, and the TICS-R was found to be highly reliable, giving promise to future use and further development. Based on these results, this study includes implications for preservice teacher education, as well as recommendations for future research

Children\u27s Representation of Spatial Information

The present study utilized a multi-dimensional approach to examine children\u27s communication of spatial information. Sixty male and female elementary school children, ages 6-7, 9-10, and 11-12, learned a route through a pedestrian maze with four color-coded inter sections and animal photographs to serve as landmarks. After learning the route to a specified criterion level, the children were required to complete three remaining tasks: a verbal recall task, a nonverbal reconstruction task, and a route reversal task. For each task the children were asked to provide a reason for their directional choice at each intersection. Analyses indicated developmental differences in performance only for the maze learning task and the verbal recall task .Sex differences were found to be significant only in an interaction with age for the reconstruction task and with age and starting position for the maze learning task. An analysis of variance examining the design of the maze (i.e., errors per intersection) indicated that one intersection produced differences in performance depending upon starting position. Chi-square analyses of the verbal reasons for each directional choice indicated a primarily egocentric frame of reference in the youngest children and a more allocentric one in the middle and older children. Discussion focused on the cognitive demands associated with the spatial tasks employed and their influence on children\u27s communication of spatial information

Perch Selection by Male Dragonflies (Odonata, Anisoptera) Related to Competitive Ability and Species Composition

Males of many species of dragonflies (Odonata, Anisoptera) establish territories in aquatic habitats where they compete with other males for access to food and females. Territorial males typically perch on emergent vegetation and chase rival males who intrude into their territories. This dissertation research examined the role of male size in perch height selection, position on the perch, and competitive ability. Four hypotheses were tested: 1) Dragonfly species would vary by size and that territorial species would show sexual size dimorphism (SSD), 2) Perch height selection would be related to dragonfly size, 3) Position on the perch would be related to male size, with larger males selecting perch tops and smaller inferior competitors choosing the sides of perches, and 4) Intraspecific competition would be more important than interspecific competition. Research was conducted at four lakes in southeastern Virginia from 2011-2014. For size measurements, male and female dragonflies were captured and measured for total body length, abdomen length, cerci length, forewing length and width, hindwing length and width and fresh mass. For perching experiments, alternating short (30cm above waterline) and tall (90cm above waterline) bamboo perches were placed in two rows, 0.5m and 2.0m from the shore. Any dragonflies that alighted on perches were recorded for species, gender, perch position and length of occupancy. Any interactions with conspecific or heterospecific dragonflies were recorded. Results showed that dragonfly males varied significantly among species in all parameters measured, and SSD was found for some parameters for some of the species. In particular, females of several species had greater forewing and hindwing widths than males, perhaps related to selection for energy conservation in females. There was no association between dragonfly size and perch height selection. Four species frequently perched on the sides rather than the tops of perches, and these species tended to be poor competitors who lost more contests than they won. The number of intraspecific and interspecific contests did not differ for any species. Neither dragonfly size nor residency on a perch influenced contest outcomes. Overall, these results revealed that dragonfly community interactions were dynamic and did not follow simple rules

Investigating the Effectiveness of Web-based Recommended Practice Tutorials for Caregivers of Children in Early intervention Programs

The purpose of this mixed-method investigational pilot study is two-fold: are web-based tutorials effective for caregivers of children in early intervention programs to learn recommended practice content and 2) examine caregiver attitudes towards using online training tutorials. The problem addressed will be “Is using an online learning platform an effective adjunct way for caregivers of young children in early intervention programs to learn recommended practice information?” In early intervention programs, practitioner time, resources, and availability is often limited. Frequently, children in early intervention programs are taken care of by multiple caregivers. To improve carryover, this study focuses on determining if using online training tutorials to learn general recommended practice information is an effective method for caregivers. If found to be effective, recommended practice information could be shared with multiple caregivers using an online resource. Fifteen-twenty adult participants will be selected for this study. Participants must meet eligibility criteria: 18 years or older; primary caregiver of a child currently or within the past year who was eligible for early intervention programming, and have access to the internet. Data from up to twenty participants will be gathered using qualitative and quantitative methods. Likert Rating scales and short answers regarding caregiver attitudes and perceptions about using online training tutorials and perceived effectiveness of the training will be cross-referenced with demographic information to determine emerging themes. Pre-test and post-test questions will determine caregiver learning regarding recommended practice content