Sound propagation and force chains in granular materials

Granular materials are inherently heterogeneous, leading to challenges in formulating accurate models of sound propagation. In order to quantify acoustic responses in space and time, we perform experiments in a photoelastic granular material in which the internal stress pattern (in the form of force chains) is visible. We utilize two complementary methods, high-speed imaging and piezoelectric transduction, to provide particle-scale measurements of both the amplitude and speed of an acoustic wave in the near-field regime. We observe that the wave amplitude is on average largest within particles experiencing the largest forces, particularly in those chains radiating away from the source, with the force-dependence of this amplitude in qualitative agreement with a simple Hertzian-like model of particle contact area. In addition, we are able to directly observe rare transient force chains formed by the opening and closing of contacts during propagation. The speed of the leading edge of the pulse is in quantitative agreement with predictions for one-dimensional chains, while the slower speed of the peak response suggests that it contains waves which have travelled over multiple paths even within just this near-field region. These effects highlight the importance of particle-scale behaviors in determining the acoustical properties of granular materials

The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use.

After recognizing the need for a simpler approach to the teaching of mathematical terminology, I concluded it would be valuable to make a unit of simplified terms and describe methods of teaching these terms. In this thesis I have compared the terminology found in the Virginia Standards of Learning objectives to the materials found at each grade level. The units developed are as follows: The Primary Persistence Unit- for grades K-2; The Elementary Expansion Unit- for grades 3-5; and The Middle School Mastery Unit- for grades 6-8

Donna McCoy and Karen Owens in a Joint Junior Recital

This is the program for the joint junior recital of pianist Donna McCoy and mezzo-soprano Karen Owens. Pianist Brad Hunnicutt accompanied Owens. This recital took place on April 4, 1980, in the Mabee Fine Arts Center Recital Hall

Karen Owens and Donna McCoy in a Joint Senior Recital

This is the program for the joint senior recital of mezzo-soprano Karen Owens and pianist Donna McCoy. Pianist Jenny Evans assisted Owens. The recital took place on January 27, 1981, in the Mabee Fine Arts Center Recital Hall

Interdisciplinary Workshop to Increase Collaboration Between Medical Students and Standardized Patient Instructors in Teaching Physical Diagnosis to Novices

Traditionally, full-time faculty members have assumed major responsibility for teaching physical examination skills to first- and second-year medical students. Problems with faculty recruitment and adhering to a standardized way of teaching have challenged educators to seek alternatives to teaching the physical examination to novices. To address these problems, we created and implemented a novel curriculum that has standardized the teaching of physical examination skills to novice students by using standardized patient instructors and fourth-year medical students working as an interdisciplinary team (known as a dyad). Feedback after the first iteration of this course revealed confusion about roles, goals, and responsibilities for feedback and evaluation amongst the dyads. To address these issues, an interdisciplinary workshop was created using the theoretical constructs of the GRPI (goals, roles and responsibilities, process, and interpersonal skills) model and Mezirow’s transformative learning theory, both of which address gaps in the dyad relationship. Initial feedback from fourth-year students and standardized patient instructors was enthusiastically positive. Evidence showed the dyad could be strengthened by (1) providing time to learn the theoretical scaffolding underlying working together, (2) meeting and planning approaches to teaching efforts, and (3) enabling medical students and standardized patient instructors to apply the theoretical constructs as the foundation to reflect on their teaching roles in effectively instructing novices in physical exam skills

Interdisciplinary Workshop Using Applied Models to Increase Collaboration and Satisfaction between Medical Students and Standardized Patient Instructors

In an article published in 1993 by Shulman about higher education it was stated that, Teaching takes practice. It takes feedback. It takes instruction. More and more we are becoming aware of that. There has been increasing recognition of the need to prepare medical students for their future teaching roles as intern/residents and physicians. There have been numerous publications addressing peer teaching in undergraduate education, but sparse literature addressing how medical students co-teach physical diagnosis to pre-clinical students in lieu of faculty. Traditionally in North America, full-time faculty members have assumed the major responsibility for teaching first- and second-year medical students physical examination skills. This historic model has its barriers, as recruiting busy faculty without compensation is a problem as is the lack of standardization of teaching content from one faculty member to another. To address these issues, we introduced the concept of Standardized Patient Instructors (SPIs) joining with fourth year medical students (MS-4s) to teach physical examination skills to the first-year medical students (MS-1s) in 2010. The SPIs were trained to teach physical examination maneuvers in a standardized fashion while the MS-4s were in charge of overseeing the MS-1s practice these skills and providing relevant clinical context to the maneuvers. The George Washington University is the first reported school to have such an interdisciplinary program. It has been shown in the literature that with appropriately motivated and mentored senior students, successful courses could be created to meet educational requirements at educational institutions with available resources. Recognizing that some individuals were interested in learning advanced teaching skills and could be used as a valuable asset to teaching alongside appropriate faculty, our goal was to create a program utilizing motivated students and provide a framework that could be implemented in other institutions. The multidisciplinary program was successfully implemented into the curriculum, but not without some unforeseen problems. SPI and MS-4 feedback after the first iteration of this course in the 2010-2011 cycle was fraught with confusion about what were the roles of each group, how the sessions were supposed to run, who assumed a leadership role in the group interaction, and how evaluation was to take place. It was from this feedback that theoretical constructs were examined to help improve the program; namely, the GRPI model and Mezirow\u27s Transformative learning theory. AAMC MedEdPORTAL publication ID 4152. Link to original

Making the Argument for Intact Cord Resuscitation: A Case Report and Discussion

We use a case of intact cord resuscitation to argue for the beneficial effects of an enhanced blood volume from placental transfusion for newborns needing resuscitation. We propose that intact cord resuscitation supports the process of physiologic neonatal transition, especially for many of those newborns appearing moribund. Transfer of the residual blood in the placenta provides the neonate with valuable access to otherwise lost blood volume while changing from placental respiration to breathing air. Our hypothesis is that the enhanced blood flow from placental transfusion initiates mechanical and chemical forces that directly, and indirectly through the vagus nerve, cause vasodilatation in the lung. Pulmonary vascular resistance is thereby reduced and facilitates the important increased entry of blood into the alveolar capillaries before breathing commences. In the presented case, enhanced perfusion to the brain by way of an intact cord likely led to regained consciousness, initiation of breathing, and return of tone and reflexes minutes after birth. Paramount to our hypothesis is the importance of keeping the umbilical cord circulation intact during the first several minutes of life to accommodate physiologic neonatal transition for all newborns and especially for those most compromised infants

The First Year in Practice: Exploring effective supervision - a practice toolkit for newly qualified social workers (NQSWs) and line managers – published as a result of a Skills for Care South West project - 2008

A practice toolkit for newly qualified social workers (NQSWs) and line managers. Includes case studies and tools for practice

Service-Learning Opportunities that include Students with Moderate and Severe Disabilities

Picture this scenario: For Young at Heart, a monthly social and recreational event targeted specifically for senior citizens, students with moderate and severe disabilities worked with Key Club members to plan and cook a dinner for seniors, as well as plan the entertainment for the evening. During the event, students helped prepare the meal, served it, and participated in the social activities. After a successful evening, the students wrote letters to local businesses to solicit funding for the next event. Students and their peer partners composed reflections and planned a celebration. Teachers included videotaped reflections and activities into students’ alternate portfolios to document their learning