Comparison between three-dimensional linear and nonlinear tsunami generation models

The modeling of tsunami generation is an essential phase in understanding tsunamis. For tsunamis generated by underwater earthquakes, it involves the modeling of the sea bottom motion as well as the resulting motion of the water above it. A comparison between various models for three-dimensional water motion, ranging from linear theory to fully nonlinear theory, is performed. It is found that for most events the linear theory is sufficient. However, in some cases, more sophisticated theories are needed. Moreover, it is shown that the passive approach in which the seafloor deformation is simply translated to the ocean surface is not always equivalent to the active approach in which the bottom motion is taken into account, even if the deformation is supposed to be instantaneous.Comment: 39 pages, 16 figures; Accepted to Theoretical and Computational Fluid Dynamics. Several references have been adde

Read, think, do!: A method for fitting research evidence into practice

Aim. This paper discusses a process for research utilization that overcomes well known barriers in order to influence clinical decision-making and practice change. Read, Think, Do! is a problem-solving approach to research utilization and practice development which has the potential to overcome barriers to research utilization. Background. Any process for research utilization at the practice level needs to overcome numerous barriers in order to influence clinical decision-making and practice change. Access to research-based knowledge is an obvious first step in the evidence-based approach to care delivery, but is clearly inadequate alone in influencing the improvement of practice. Discussion. Read, Think, Do! acknowledges the complexity of problem-solving processes from the outset by looking for (1) the evidence, (2) assessing the value to practice, and (3) addressing the social and cultural milieu of the practice setting to ascertain the best strategies for initiating and sustaining practice change. This approach draws distal forms of empirical knowledge that have the capacity to improve patient outcomes into the proximal knowledge base of the clinical nurse. This is achieved by collaboration, planning and evaluation involving all levels of staff and a specialist facilitator, the Clinical Nurse Consultant in evidence-based practice. Conclusion. Read, Think, Do! is a method of research utilization and practice development that has the potential to overcome barriers to research utilization and avoid the "misplaced concreteness" that can occur when trying to fit empiricism into practice. By addressing the breadth and diversity of issues surrounding research utilization in a systematic manner it presents a sustainable method for practice change informed by evidence