North American University

Este artigo apresenta a interface de Evolução do paciente no Prontuário eletrônico multidisciplinar PEP+RN, destacando o design como elemento essencial para resolver problemas de uso e alinhamento com os fluxos de trabalho dos profissionais de saúde. O projeto, baseado em Design thinking e Lean UX, buscou mitigar desafios na adoção de sistemas, promovendo clareza e padronização das informações. A pesquisa reforça a importância do design centrado no usuário para superar barreiras na transição digital, contribuindo para a eficiência do uso, a qualidade da assistência e a segurança do paciente.

In this work, to forecast the stock market prices a deeplearning neural network has been employed. The standard statistical models that have been primarily used up until now appear to be inaccurate and time-consuming, and most importantly, they have failed to accurately predict the complex behavior of the data. There are different neural networks present, each with its pros and cons and applications; however, to get the desired results recurrent neural networks (RNNs) are chosen to forecast the stock prices. RNN when used in its classical form also shows some limitations, it has a problem of vanishing gradient, which affects the handling of data. Researchers proposed a modified version of this architecture which is called Long Short-Term Memory (LSTM) architecture. The financial dataset of Apple Inc. used in this work is downloaded from Yahoo Finance. To gauge the working of the model in forecasting Apple Inc.’s stock prices several metrics are used. The metrics include Mean Squared Error (MSE), Root Mean Squared Error (RMSE), Mean Absolute Error (MAE), and R-squared (R2).

Readers eager to learn more about contemporary works of sports-related YAL will look forward to Lisa A. Hazlett’s review of Gut Check (Kester, 2019), Ann Marie Smith’s review of Heroine (McGinnis, 2019), and Anita Dubroc’s review of Here to Stay (Farizan, 2018).

Students notoriously struggle to master the concept of free body diagrams. In Statics, for example, they often fail to identify reaction forces, include nonexistent forces, and sketch diagrams that are not in static equilibrium. Confusion arises in distinguishing internal from external loads and their impact on free body diagrams. The problem is further exacerbated when student encounter moments in static equilibrium. They do not seem to understand how the components of a force generate moments about a primary axis and how those moments can be summed to determine the overall three-dimensional moment.

This paper discusses a series of introduction to mechanical engineering challenges developed and implemented to increase student retention and engagement in a freshman engineering course. Studies have shown that freshman or sophomore intellectual experiences play a decisive role in Science, Engineering and Mathematics (SEM) student retention and that minority SEM students, among others, leave SEM undergraduate fields in part due to lack of real world connections to their classroom learning experiences. Introduction to Mechanical Engineering is a course that introduces mechanical and civil engineering students to the engineering college education and profession. The challenge-based instruction (CBI) curriculum developed for Introduction to Mechanical Engineering includes challenges, lecture and handout materials, hands-on activities, and assessment tools. CBI is a form of inquiry based learning which can be thought of as teaching backwards strategy. When implementing CBI, a challenge is presented first, and the supporting theory required to solve the challenge is presented second. CBI was built around the How People Learn (HPL) framework for effective learning environments and is realized and anchored by the STAR Legacy Cycle, as developed and fostered by the VaNTH NSF ERC for Bioengineering Educational Technologies. The CBI instruction was developed and implemented in the areas of reverse engineering, statics, dynamics, energy (including renewable energy), and forward engineering. Additionally, the paper describes the initial impact of the CBI curriculum on the students, including initial assessment results, and the impact on the faculty and the course. A controlled experiment was performed with a control group following a more traditional laboratory setup. From the initial positive results obtained in this project, it is argued that the VaNTH principles are effective in motivating and engaging freshman engineering students in mechanical and civil engineering majors and that the CBI materials and tools developed for this course could support other institutions' efforts in student attraction, retention, and engagement.

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Abstract Web-based, Active Learning Modules for Teaching Statistical ControlAbstractThis poster will present the research activities associated with the NSF-sponsored project “Web-based, Active Learning Modules for Teaching Statistical Quality Control”, a collaborativeresearch project between the University of Texas – Pan American and Arizona State University.The research plan and current status as well as research results will be presented.

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Developing Wind Power Simulations and Laboratory Experiments for Renewable Energy Systems Courses D. J. Burnham,⋆ J. C. Campbell,⋆ S. Santoso,⋆ A. Compean,⋆⋆ J. Ramos⋆⋆ 1 Introduction In recent years wind turbine technologies have made significant advances, and more than 30 U.S. states have implemented aggressive renewable portfolio standards. These standards require that electric utilities obtain 10% to 30% of their energy from renewable sources, with target dates between 2020 and 2030.1 In support of this effort the U.S. Department of Energy is considering the viability of wind energy to supply up to 20% of nation’s electricity by 2030.2 In addition to the technical challenge of integrating wind power into the national grids, another critical challenge in the 20% wind power scenario involves preparing the science and engineering workforce for the changing electric power and emerging wind industries. Unfortunately, engineering courses have not kept pace over the years. There are only a few universities that regularly offer renewable energy and wind power courses, and a lack of appropriate learning materials and faculty expertise in this emerging area.2 Our primary focus and contribution in this project is the development of learning materials on wind turbine technologies and wind power experiments for undergraduate-level engineering courses. These experiments cover wind turbine technologies and wind power integration issues with both computer simulations and hardware implementations. Technologies covered include fixed speed wind turbine with induction generators and variable speed wind turbines with rotor resistor control and doubly-fed induction generators. Wind power integration experiments include wind farm operations under varying wind speeds, reactive power requirements, islanded operation, and power control. The experiments are divided into basic, intermediate, and advanced levels. The basic and intermediate experiments are integrated into relevant electrical engineering and non-electrical engineering courses.3 Advanced level experiments are integrated into a stand-alone coursed dedicated to wind energy and power systems. This paper describes the first year’s work and how the learning materials and experiments are developed and constructed. The basic experiments are described in detail. Topics include the fixed-speed direct connect wind turbine, operation and reactive power requirements of wind turbines, and self-excited and islanded operation of a wind turbine. The computer simulations make use of PSCAD/EMTDC, a time-domain electromechanical simulation tool available in student and educational versions.4 The hardware-based experiments are initially developed for a Lab-Volt electromechanical laboratory system at the University of Texas at Austin (UT Austin), and we address the issue of their transferability and portability to a similar Hamden laboratory system at the University of Texas - Pan American (UTPA) in Edinburg, TX.5−6 The experiments are evaluated independently with the assistance of undergraduate students at both institutions. The evaluation is ongoing, and will continue in the second year’s work. ⋆ The University of Texas at Austin, Austin, TX ⋆⋆ The University of Texas-Pan American, Edinburg, TX

One of the most important engineering challenges nowadays is the developing and implementation of renewable energy systems that are practical, cost effective, and bring benefits to the society as well as to the environment. In general, wind generators operate satisfactorily at certain wind speeds which are rarely present in some geographic locations, and at other than the rated speed, they have poor performance. A permanent magnet three-phase alternating current (AC) generator was built in this project and it allows modifying its design and experimenting with several operating and control strategies at different speeds and load configurations. The performance of the generator was determined while charging deep-cycle batteries, and promising results were obtained. The generator is intended to be powered by wind or human power. For the human power application, a cyclist generates electricity by riding a regular mountain bicycle whose transmission was connected to the shaft of the generator. The bike becomes a stationary exercise machine because the rear wheel is lifted so that it does not have contact with the ground. Therefore, part of the energy burned during bicycling is stored in batteries instead of wasting it as it commonly happens with stationary bikes. The output of the three-phase AC generator was connected to a rectifier to obtain direct current (DC) voltage to charge the batteries. The main purpose of this paper is to present the experimental results obtained with this generator constructed as part of an undergraduate research project by a Mechanical Engineering student. Future work includes characterizing other configurations of the stator and designing a control system algorithm to optimize energy conversion not only to charge deep-cycle batteries but also to power loads connected to the batteries in a simultaneous or alternating way. Additional results are going to be obtained through experimental research to design, model, and optimize this relatively low-power electric generator propelled by wind or human power. The generator is developed for these specific applications taking into account the power limitations of such energy sources but considering as a very important task to harvest this energy for long time periods to benefit our society as well as the environment.

This paper discusses challenge-based instructional (CBI) materials developed for courses in Statics and Dynamics. This effort is a component of a funded College Cost Reduction and Access Act (CCRAA) grant from the Department of Education, and focuses on student retention and development of adaptive expertise. Studies have shown that minority science, technology, engineering, and math (STEM) students leave STEM undergraduate fields in part due to lack of real world connections to their classroom learning experiences. Furthermore, in STEM fields the conventional approach is to teach for efficiency first and for innovation only in the latter years of the curriculum. This focus on efficiency first can actually stifle attempts at innovation in later courses. Our response to these issues is to change the way we teach. CBI, a form of inquiry based learning, can be simply thought of as teaching backwards. In this approach, a challenge is presented first, and the supporting theory (required to solve the challenge) second. Our implementation of CBI is built around the How People Learn (HPL) framework for effective learning environments and is realized and anchored by the STAR Legacy Cycle, as developed and fostered by the VaNTH NSF ERC for Bioengineering Educational Technologies. The developed materials are a result of collaboration between faculty members at the University of Texas-Pan American (UTPA) and South Texas College (STC), a two year Hispanic Serving Institution (HSI).