Asthma is a leading cause of pediatric hospital admissions. Parents of children under the age of 18 with asthma require education to recognize and manage the signs and symptoms of the disease. Parent education has shown to decrease their children's hospital admission and readmission rates. The purpose of this pilot project was to develop an asthma educational module for the parents of children with asthma and obtain parent feedback on the content. Families with children under the age of 18 who had been admitted to the hospital with a diagnosis of asthma, an asthma exacerbation, or status asthmaticus were invited to participate. A nurse practitioner provided three parents with information on the signs, symptoms, and medication management of asthma, as well as hands-on demonstration of inhaler use. Twenty-eight staff nurses provided verbal feedback on module content, including educational benefit and readability for parents. Parent and staff verbal feedback indicated the module was both a useful and effective tool for asthma education. Clinical leaders plan to expand the pilot study on two additional pediatric units using the same module used in the pilot program with intent to analyze readmission rates. The project promotes social change through parent empowerment to care for their child in the home environment.

The recent study by Goossens et al. (2012) concluded that, “By means of an Advanced Practice Nursing (APN) team, malfunctions can be effectively managed, giving staff nurses more time but less stress in their daily care for patients with TIVADs [totally implantable venous access devices]”. However, that conclusion is not supported by their study because there was not a control group and no data was provided that had any bearing on whether the malfunctions were effectively managed or whether the staff nurses had more time or less stress.

The focus of this thesis is on building models by utilizing process information: from data, from our knowledge of physics, or both. The closer the model approximates reality, the better is the expected performance in forecasting, soft-sensing, process monitoring, optimization and advanced process control. In the domain of batch and continuous manufacturing, quality models can help in ensuring tightly controlled product quality, having safe and reliable operating conditions and reducing production/operation costs. To this end, first a parallel grey box model was built which makes use of a mechanistic model, and a subspace identification model for modeling a batch poly methyl methacrylate (PMMA) polymerisation process. The efficacy of such a parallel hybrid model in the context of a control problem was illustrated thereafter for reducing the volume of fines. Real-time implementation of models in many cases demand the model to be tractable and simple enough, and thus the parallel hybrid model was next adapted to have a linear representation, and then used for control computations. While the parallel hybrid modelling strategy shows great advantages in many applications, there can be other avenues of using fundamental process knowledge in conjunction with historical data. In one such approach, a unique way of adding mechanistic knowledge to improve the estimation ability of PLS models was proposed. The predictor matrix of PLS was augmented with additional trajectory information coming strategically from a mechanistic model. This augmented model was used as a soft-sensor to estimate batch end quality for a seeded batch crystallizer process. In a collaborative work with an industrial partner focusing on estimating important variables of a hydroprocessing unit, an operational data based input-output model was chosen as the right fit in the absence of available mechanistic knowledge. The usefulness of linear dynamic modeling tools for such applications was demonstrated. / Thesis / Doctor of Philosophy (PhD)

Titanium dioxide (TiO2) is an established photocatalyst utilized for the photo-oxidation of organics in wastewater. Aqueous suspensions of TiO2 require separation and re-suspension steps to be used on an industrial scale. A method of immobilizing TiO2 within the mesoporous structure of silica has been developed at the University of Alabama. The objective of this thesis was to design and evaluate a bench-scale, continuous, photocatalytic reactor utilizing these films. This was accomplished in two phases of work: (1) batch reactions and (2) continuous reactions. The batch reactor was a one-liter standard photochemical reactor from Ace Glass. The continuous photocatalytic reactor designed for this study consisted of nine 12-inch long, 6-mm ID quartz tubes aligned around the medium-pressure, ultra-violet lamp (UV) used in the batch reactor. The tubes were coated on the inside with a thin film of mesoporous silica impregnated with TiO2 and connected in series with 6-inch pieces of Masterflex tubing. Experimental conditions were as follows: 190 ppm solutions of 2,4-dichlorophenol (2,4-DCP), UV lamp, TiO2 in either 0.05 wt% suspensions (slurry) or thin films of mesoporous silica (film); and/or 750 ppm hydrogen peroxide (H2O2). In batch and continuous experiments the UV/H2O2 and the UV/TiO2 (slurry)/H2O2 systems were the most successful with respect to the oxidation of 2,4 ? DCP. The loss of 2,4 ? DCP in continuous UV/TiO2 (film) systems was not significantly different from continuous UV only systems. However, the continuous UV/TiO2 (film)/H2O2 system degraded more 2,4 ? DCP than the systems utilizing UV light alone. The continuous reactor developed in this study showed enhanced by-product degradation using UV/TiO2 (film)/H2O2 over the UV/H2O2 system.

No description available.

In this thesis, advanced control methods are presented for torque ripple reduction and performance improvement in switched reluctance motor (SRM) drives. Firstly, a comparative evaluation of power electronic converters including asymmetric, N+1, C dump, split AC, and split DC converters is presented for three-phase SRMs in terms of cost, efficiency and control performance. Secondly, two methods are proposed using torque sharing function (TSF) concepts for torque ripple reduction of SRM over a wide speed range. An offline TSF is proposed to minimize the copper loss and the absolute rate of change of flux linkage (ARCFL) with a Tikhonov factor. Then an online TSF is proposed by adding a proportional and integral compensator with torque error to torque reference of the phase with lower ARCFL. Therefore, the total torque of online TSF is determined by the phase with lower ARCFL rather than the phase with higher ARCFL as in conventional TSFs. The maximum torque-ripple-free speed (TRFS) of the offline TSF and online TSF is validated to be 7 times and 10 times as high as the best case in these conventional TSFs, respectively. Thirdly, two methods are proposed to eliminate mutual flux effect on rotor position estimation of SRM drives without a prior knowledge of mutual flux, one is the variable-hysteresis-band current control for the incoming-phase self-inductance estimation and the other is variable-sampling outgoing-phase self-inductance estimation. Compared with the conventional method which neglects the mutual flux effect, the proposed position estimation method demonstrates an improvement in position estimation accuracy by 2º. Fourthly, a fixed-switching-frequency integral sliding mode current controller for SRM drives is presented, which demonstrates high dynamics, strong robustness and none steady-state error. All the proposed control methods are verified by both simulations and experiments with a 2.3 kW, 6000 rpm, three-phase 12/8 SRM operating in both linear magnetic and saturated magnetic regions. / Thesis / Doctor of Philosophy (PhD)

This project describes the development of a curriculum for a certificate programme in Advanced Cardiac Care for Registered Nurses, developed for implementation at a large urban community college. The author describes the process of curriculum development undertaken and presents the actual curriculum designed. The implementation of one module is presented to demonstrate that the teaching of factual knowledge and skills can be integrated with the higher level skills of problem solving. An evaluation of the implementation of the module is also presented. Throughout this project emphasis is placed on educational theory and on the practising health professional as the learner. / Thesis / Master of Science (Teaching)

This investigation examines college success in freshman and sophomore level biology courses for students with biology AP credit by addressing the following questions: One, Does AP biology experience increase academic performance in freshman biology? Do AP students with scores of 3 significantly outperform non-AP students? Do AP students with scores of 5 significantly outperform non-AP students in sophomore level biology courses? Two groups of college freshman and sophomores, those with AP biology scores and those without, were matched in regards to gender and SAT scores and instructor of record. Results suggest that students with biology AP scores of 3 may not, as suggested by the College Board, be adequately prepared to enroll directly into sophomore level biology courses. Results from this dissertation suggest the following implications: (a) AP students with final AP exam scores of 1 and 2 have derived little if any benefit from their yearlong AP biology course and the AP final exam in regards to Freshman Biology I; (b) AP biology students with scores of 3 and 4 on their end-of-the-year biology AP exam appear to be well prepared to be successful, based on mean final grades, in Freshman Biology I; (c) There is no supporting evidence that suggests AP students with AP final exam scores of 3 or 4 are adequately prepared to enroll directly into sophomore level biology courses and be successful; and (d) AP students with scores of 5 who have enrolled directly into sophomore level biology courses did not significantly outperform, based on mean final grades, non-AP students who have taken the two semester sequence of freshman biology courses. Further research needs to be done at each college and university participating in the Advanced Placement program to set appropriate cut off scores for the end-of-the-year AP exam score in regards to awarding college credit. Moreover, a considerable amount of research carried out thus far fails to capture many of the variables known to be associated with college success. Therefore, further research done in this area needs to control for these other variables. / Ed. D.

The purpose of this research was to examine the perceptions of collaboration and individual communication skills among advanced high school students. Senior students from an Academic Year Governor's School for science and math, all of whom were enrolled in a 9-week leadership, teamwork, and communications course, participated in this mixed methods study. Pre and post surveys were administered to determine participants' perceptions of collaboration and their own communications skills and whether those perceptions changed after completing the course. Each student answered Likert-style questions taken from Zhuang et al. (2008) that categorized perceptions of three factors of collaboration: cooperation skills, advocating and influencing skills, and negotiation skills. A final open-ended question solicited elaboration regarding perceptions of collaboration. Junior students at the same school were not enrolled in the course but were asked to participate in the study as a comparison group. Two tailed t-tests revealed no statistically significant differences between the pre-survey results of the seniors and the juniors. T-tests also revealed no significant differences between the pre and post data for the juniors. However, senior participants had significantly more positive perceptions of collaboration overall; cooperation skills; and advocating and influencing skills; with a non-significant increase in negotiation skills, skills which were not specifically addressed in the nine-week course. The open-ended responses indicated that the seniors perceived collaboration in a more positive way when they were grouped with other students who were engaged and motivated. Students also indicated that positive collaborative experiences allowed students to hear different views and bring ideas together. More positive responses and fewer negative or neutral responses were noted in the post-survey data. The results of this study suggest that when the skills of collaboration and communication are specifically taught, students are more likely to view collaboration positively, recognize the benefits of collaboration both in school and in the workforce, and enjoy the experience of collaborating. / Doctor of Philosophy / The purpose of this research was to examine the perceptions of collaboration and individual communication skills among advanced high school students. Academically advanced senior students, all of whom were enrolled in a 9-week leadership, teamwork, and communications course, participated in this study that contained both quantitative and qualitative research data. Surveys were administered at the start of the course and then at the completion of the course to determine participants' perceptions of collaboration and their own communications skills and whether those perceptions changed after completing the course. Each student answered questions with responses including "never," "rarely," "sometimes," "often," "usually," and "always" taken from Zhuang et al. (2008). The results of the survey categorized perceptions of three factors of collaboration: cooperation skills, advocating and influencing skills, and negotiation skills. A final open-ended question solicited elaboration regarding perceptions of collaboration. Junior students at the same school were not enrolled in the course but were asked to participate in the study as a comparison group. The analysis of the results of the pre-survey data of the seniors and the juniors revealed a good basis for comparison. The data also showed little change of perceptions for the juniors over the 9-week period. However, senior participants had significantly more positive perceptions of collaboration overall; cooperation skills; and advocating and influencing skills; with a non-significant increase in negotiation skills, skills which were not specifically addressed in the nine-week course. The open-ended responses indicated that the seniors perceived collaboration in a more positive way when they were grouped with other students who were engaged and motivated. Students also indicated that positive collaborative experiences allowed students to hear different views and bring ideas together. More positive responses and fewer negative or neutral responses were noted in the post-survey data. The results of this study suggest that when the skills of collaboration and communication are specifically taught, students are more likely to view collaboration positively, recognize the benefits of collaboration both in school and in the workforce, and enjoy the experience of collaborating.

African American males in all socioeconomic levels are underperforming in school. Many researchers have conducted studies hoping to find reasons for the underperformance. This study focused on three middle class African American males in a suburban school district. These African American male students took upper level math courses that included Algebra III, Math Analysis, AP Calculus, and AP Statistics. This study modeled the study by E. Wayne Harris. He believed students were influenced by eight factors to include parents, past and present achievement, teachers, love of math, counselors, high school graduation/college admissions requirements, peers, and future plans. I conducted a qualitative case study in which students, parents, teachers, counselors, and the math department supervisor were interviewed. The interview questions provided data that were analyzed to determine the influences of the factors listed above. The data gathered during the interviews was used to assess the influence of the factors in the decision making process of the middle class African American males in the study to take upper level math classes. This researcher concluded 1) The parents expected their children to attend college, but the school staff did not have goals that directed the students to take courses that would prepare them for college, 2) Students had post secondary plans. 3) Two of the three parents advised their sons on what math classes to take, 4) There were no policies or practices in place to influence African American males to take more than the required three years of math or upper level math classes, 5) The school culture did not encourage student to take more academic classes, 6) There was no negative peer pressure for taking upper level math classes, and 7) Parents, teachers, counselors and the math department supervisor need to provide more input to African American male students to increase their participation in upper level math classes. In addition, factors such as love of math, high school graduation/college admissions requirements, peers, and future plans must also be addressed if schools hope to increase the number of African American males taking upper level math classes. / Ed. D.