1988 Clinic Yearbook

The Clinic is the yearbook of the Sidney Kimmel Medical College (formerly Jefferson Medical College) at Thomas Jefferson University

A High Performance Fuzzy Logic Architecture for UAV Decision Making

The majority of Unmanned Aerial Vehicles (UAVs) in operation today are not truly autonomous, but are instead reliant on a remote human pilot. A high degree of autonomy can provide many advantages in terms of cost, operational resources and safety. However, one of the challenges involved in achieving autonomy is that of replicating the reasoning and decision making capabilities of a human pilot. One candidate method for providing this decision making capability is fuzzy logic. In this role, the fuzzy system must satisfy real-time constraints, process large quantities of data and relate to large knowledge bases. Consequently, there is a need for a generic, high performance fuzzy computation platform for UAV applications. Based on Lees’ [1] original work, a high performance fuzzy processing architecture, implemented in Field Programmable Gate Arrays (FPGAs), has been developed and is shown to outclass the performance of existing fuzzy processors

The Unfolding of a Professional Learning Community

This study focuses on the emergence of Professional Learning Communities (PLCs) in a new international school in southern China with particular emphasis on the views of participants. Using a cross-sectional survey given to the founding faculty, repsondents provided rich qualitative data from which themes were gleaned about the emergence of distinct cultures in these developing PLCs. Dynamic systems operating at micro- and macro-levels in the initial stages of a newly formed PLC were discovered that have an impact on group development and the larger school culture. Practical considerations that may help administrators, teachers, and teacher-leaders in initializing the conditions for a PLC are also discussed

Community as a Sustaining Force: Strategies for Online Scholarly Support

This paper discusses the ways that community connections serve to sustain and support scholarly growth, retention, and success, particularly in longer-term online contexts. These strategies are seen through the reflective experience of a faculty mentor and two recent graduates who co-developed community support strategies that help doctoral students stay motivated, connected, and succeed over many years of what might otherwise be a long, individual, and lonely journey—particularly when undertaken online. A matrix of strategies, apps, and online tools emerged from this process and is offered for consideration

La boîte à outils géotechniques de demain: EN 1997-1: 202x Règles générales

This paper describes the development of the final Project Team (PT) draft of the next generation of Eurocode 7 Part 1 (EN 1997-1:202x). The use of Nationally Determined Parameters and the drive for ease-of-use is highlighted. Key changes from the previous version of EN 1997-1 are explained, including the introduction of the Geotechnical Design Model; revision of the Geotechnical Categories and their application; the implementation of Consequence Classes and Geotechnical Complexity Classes in achieving the reliability required by the Eurocodes; elaboration on the use of numerical methods within Eurocode 7; the treatment of rock on an equal basis with soil; and greater emphasis on the Observational Method.Postprint (published version

Professional guideline versus product label selection for treatment with IV thrombolysis: an analysis from SITS registry

Introduction: Thrombolysis usage in ischaemic stroke varies across sites. Divergent advice from professional guidelines and product labels may contribute. Patients and methods: We analysed SITS-International registry patients enrolled January 2010 through June 2016. We grouped sites into organisational tertiles by number of patients arriving ≤2.5 h and treated ≤3 h, percentage arriving ≤2.5 h and treated ≤3 h, and numbers treated ≤3 h. We assigned scores of 1–3 (lower/middle/upper) per variable and 2 for onsite thrombectomy. We classified sites as lower efficiency (summed scores 3–5), medium efficiency (6–8) or higher efficiency (9–11). Sites were also grouped by adherence with European product label and ESO guideline: ‘label adherent’ (>95% on-label), ‘guideline adherent’ (≥5% off-label, ≥95% on-guideline) or ‘guideline non-adherent’ (>5% off-guideline). We cross-tabulated site-efficiency and adherence. We estimated the potential benefit of universally selecting by ESO guidance, using onset-to-treatment time-specific numbers needed to treat for day 90 mRS 0–1. Results: A total of 56,689 patients at 597 sites were included: 163 sites were higher efficiency, 204 medium efficiency and 230 lower efficiency. Fifty-six sites were ‘label adherent’, 204 ‘guideline adherent’ and 337 ‘guideline non-adherent’. There were strong associations between site-efficiency and adherence (P < 0.001). Almost all ‘label adherent’ sites (55, 98%) were lower efficiency. If all patients were treated by ESO guidelines, an additional 17,031 would receive alteplase, which translates into 1922 more patients with favourable three-month outcomes. Discussion: Adherence with product labels is highest in lower efficiency sites. Closer alignment with professional guidelines would increase patients treated and favourable outcomes. Conclusion: Product labels should be revised to allow treatment of patients ≤4.5 h from onset and aged ≥80 years

A review of interactive narrative systems and technologies: a training perspective

As an emerging form of digital entertainment, interactive narrative has attracted great attention of researchers over the past decade. Recently, there is an emerging trend to apply interactive narrative for training and simulation. An interactive narrative system allows players to proactively interact with simulated entities in a virtual world and have the ability to alter the progression of a storyline. In simulation-based training, the use of an interactive narrative system enables the possibility to offer engaging, diverse and personalized narratives or scenarios for different training purposes. This paper provides a review of interactive narrative systems and technologies from a training perspective. Specifically, we first propose a set of key requirements in developing interactive narrative systems for simulation-based training. Then we review nine representative existing systems with respect to their system architectures, features and related mechanisms. To examine their applicability to training, we investigate and compare the reviewed systems based on the functionalities and modules that support the proposed requirements. Furthermore, we discuss some open research issues on future development of interactive narrative technologies for training applications

Effect of Contemplative Pedagogy on the Ecoliteracy of Undergraduate Public State University Students

Undergraduate students lack the opportunity and environment to contemplate and develop ecoliteracy skills that serve to integrate subject matter into their everyday experiences. Ecoliteracy is grounded in Capra\u27s web of life theoretical framework and represents students\u27 capacities to read world systems objectively with their head, heart, hands, and spirit. Contemplative pedagogy provides educators with exercises that give students time to reflect on the integration of learning. Ecoliteracy and contemplative pedagogy research has shown little quantitative data pertaining to how contemplative pedagogy affects undergraduate student ecoliteracy. To address that gap, this causal-comparative study measured the use of contemplative pedagogy exercises relative to undergraduate student ecoliteracy. A convenience sample of 150 undergraduate students who did and did not experience contemplative pedagogy exercises completed the New Ecological Paradigm Scale and Self-Compassion Scale-Short Form. Independent-samples t tests measured the differences between the 2 groups. Findings indicated that students who did not experience contemplative pedagogy exercises in the classroom were more likely to self-report higher ecoliteracy. A possible interpretation of these findings is that current contemplative pedagogy exercises may focus students\u27 attention internally and not adequately promote the world-centered view that would more readily advance student ecoliteracy skills. Results of this study provide further insight that may inform professional development and contemplative pedagogy exercises that empowers students\u27 ecoliteracy skills by encouraging critical thinking, action, and compassion towards positive social change