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3. Conceptual Water Main Failure Risk: Self-Excitation, Pipe Age, and Statistical Modeling Performance.

Author

Hammond, Charles, Zhuang, Jiancang, LeBlanc, Casey, Rahimi-Ardabily, Sarah, Zhang, Tao, Good, Robert, and Loge, Frank

Subjects
WATER-pipes, WATER utilities, WATER distribution, GOAL (Psychology), STATISTICAL models
Abstract

Statistical water main failure models that improve our understanding of main breaks may help water utilities allocate resources more efficiently. A variety of statistical models have been developed, but few actively seek to replicate empirical main break behavior. Furthermore, the prevailing conceptual model of how failure risk changes over the lifetime of a water main, which includes self-excitation, is based on limited empirical evidence. We investigate self-excitation and pipe aging behavior using data describing a large cohort of water mains, present a statistical model that includes self-excitation, and compare the performance of several published models both with and without self-excitation. The failure data suggest that temporal clustering is occurring, which may be caused by self-excitation; however, the modeling results suggest that including self-excitation in failure models may not be worth the additional required resources. Researchers and practitioners should investigate their data and assess their specific goals and available resources to determine which modeling approach is most appropriate. [ABSTRACT FROM AUTHOR]

Published
2024
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4. Economically Optimal Leak Management: Balancing Pressure Reduction, Energy Recovery, and Leak Detection and Repair.

Author

Hammond, Charles, Good, Robert, and Loge, Frank

Subjects
*LEAK detection, *WATER utilities, *PUBLIC utilities, *HYDRAULIC models, *ENERGY consumption, *REPAIRING
Abstract

Maximizing the net economic benefits of leak management programs provides the most value to water utilities and their customers. Leak management programs with alternative objectives (e.g., to "break even" or to maximize leak reduction) are not necessarily the most efficient use of resources. Combining hydraulic modeling with principles of economics and using a real distribution system to provide a case study, we present a methodology for maximizing the net economic benefits of a leak management program consisting of leak detection and repair activities and pressure management interventions. The optimization results include recommended leak detection and repair intervals for individual district metered areas, optimal siting of both pressure reducing valves and pumps-as-turbines (PATs), and modifications to the distribution system's connectivity to isolate high-pressure areas. The case study results indicate that 10% to 11% of the system's current energy use can be recovered by PATs and that the avoided leakage over the study period is equivalent to 13% to 23% of the system's current customer demand. While leak detection and repair and pressure management are more commonly considered independently, this analysis demonstrates the feasibility of including their interdependencies when optimizing a leak management program, resulting in more useful recommendations. [ABSTRACT FROM AUTHOR]

Published
2024
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5. Dis-topia

Author

Good, Robert William

Subjects
Musical composition, Disney, EPCOT, Musical, Theatre
Abstract

Dis-topia is a full-length 2-act musical theatre production that features the frozen head of Walt Disney being revived and building his "ideal community" where he has complete control, EPCOT. Recent college graduate and self-proclaimed "Disney Adult" Vera Nelson moves there with her father, but when she gets entangled with "The Lost Boys", a group of anti-Disney revolutionaries, she must attempt to retain her innocence while reconciling with the man her hero has become and may always have been. The show employs situational comedy, absurdist conflict, and cultural commentary to further its overarching themes of progress, open-mindedness, and responsibility.

Published
2023

10. L1 Glosses: Effects on EFL Learners' Reading Comprehension and Vocabulary Retention

Author

Cheng, Ying-Hsueh and Good, Robert L.

Abstract

The present study examines the effects of 3 kinds of glosses--first-language (L1) Chinese glosses plus second-language (L2) English example sentences, L1 in-text glosses, and L1 marginal glosses--in comparison with a no-gloss condition in reading an English passage, to explore whether providing glosses can facilitate reading comprehension and vocabulary acquisition. A total of 135 undergraduate business and engineering students at 4 English proficiency levels studying at a technical university in Taiwan completed 1 vocabulary pretest, 1 reading session, 1 posttest, and 2 delayed vocabulary recall tests. The study found that L1 glosses helped subjects learn new words and review learned words. Learners' retention declined between the immediate and the 1st delayed recall tests. However, between the 1st and 2nd delayed recall tests, a slight increase in retention was observed for all groups. Unexpectedly, reading comprehension did not improve significantly. Additionally, a questionnaire queried learners' experience using glosses during reading. (Contains 1 note, 7 tables, and 1 figure.)

Published
2009

13. The Repetition of Collocations in EFL Textbooks: A Corpus Study

Author

Wang, Jui-hsin Teresa and Good, Robert L.

Abstract

The importance of repetition in the acquisition of lexical items has been widely acknowledged in single-word vocabulary research but has been relatively neglected in collocation studies. Since collocations are considered one key to achieving language fluency, and because learners spend a great amount of time interacting with their textbooks, the present study investigates verb-noun collocations found in the three most popular series of English textbooks for senior high schools in southern Taiwan. Our focus is verb-noun lexical collocations because these have been shown to be difficult for EFL learners. Repetitions of these collocations were identified by searching the textbook corpus using a proprietary computer-based program. The results show that these collocations were repeated from 3 to 5 times on average. Moreover, most collocations (80%) occurred only one to five times throughout the whole series of textbooks. Because of the low number of repetitions, it is concluded that textbook writers may need to re-evaluate the importance of repetition for collocations if their acquisition is a goal. Furthermore, it is suggested that EFL teachers provide explicit instruction to make up for the limited number of exposures to collocations in textbooks. (Contains 6 tables.) [This paper was published in: Proceedings of the Sixteenth International Symposium and Book Fair on English Teaching in the Republic of China, Taipei, November 10, 2007 (pp. 223-232).]

Published
2007

14. Using Discriminant Analysis as a Method of Combining Multiple Measures of Student Performance.

Author

Good, Robert

Abstract

Current methods of combining multiple measures of student performance have been subjective and have lacked evidence of external validity. This study examined the use of predictive discriminant analysis (PDA) as a means of finding the best combination of variables to predict performance on a standards-based mathematics assessment. Data from 261 eighth-grade middle school students were analyzed. Predictor variables included: (1) attendance rate; (2) grade point average; (3) a locally developed mathematics assessment; (4) a standardized reading assessment; and (5) the mathematics and reading subtests of a standardized achievement test. The grouping variable was the attained level on the Colorado Student Assessment Program (CSAP). Results indicate that the four performance levels posited by the CSAP authors were not predicted accurately. After the data were dichotomized into Proficient and Not Proficient categories, the combination of grade point average, locally developed mathematics assessment, standardized reading assessment, and two of the mathematics achievement subtests was the best in terms of accounted variance and classification accuracy. The use of a PDA for the purposes of objectively combining multiple measures of student performance was supported. The information generated by this method and its advantages are discussed in the context of educational decision making. (Contains 36 references.) (Author/SLD)

Published
2002

19. Author Correction: The mTORC1/4E-BP1 axis represents a critical signaling node during fibrogenesis

Author

Woodcock, Hannah V., Eley, Jessica D., Guillotin, Delphine, Platé, Manuela, Nanthakumar, Carmel B., Martufi, Matteo, Peace, Simon, Joberty, Gerard, Poeckel, Daniel, Good, Robert B., Taylor, Adam R., Zinn, Nico, Redding, Matthew, Forty, Ellen J., Hynds, Robert E., Swanton, Charles, Karsdal, Morten, Maher, Toby M., Fisher, Andrew, Bergamini, Giovanna, Marshall, Richard P., Blanchard, Andy D., Mercer, Paul F., and Chambers, Rachel C.

Published
2020
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26. G-NETS – Gesture-Based Nursing Educational Training Support System

Author

Chang, Jen-Wei, Huang, Chang-Fang, Good, Robert L., Lee, Chun-Chia, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Zaphiris, Panayiotis, editor, and Ioannou, Andri, editor

Published
2015
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33. Pluripotent Hemopoietic Stem Cells are c-kit $^{

Author

Doi, Hiroshi, Inaba, Muneo, Yamamoto, Yoshihisa, Taketani, Shigeru, Mori, Shin-Ichiro, Sugihara, Akira, Ogata, Hajime, Toki, Junko, Hisha, Hiroko, Inaba, Kayo, Sogo, Shinji, Adachi, Masakazu, Matsuda, Tadashi, Good, Robert A., and Ikehara, Susumu

Published
1997

39. The mTORC1/4E-BP1 axis represents a critical signaling node during fibrogenesis

Author

Woodcock, Hannah V., Eley, Jessica D., Guillotin, Delphine, Platé, Manuela, Nanthakumar, Carmel B., Martufi, Matteo, Peace, Simon, Joberty, Gerard, Poeckel, Daniel, Good, Robert B., Taylor, Adam R., Zinn, Nico, Redding, Matthew, Forty, Ellen J., Hynds, Robert E., Swanton, Charles, Karsdal, Morten, Maher, Toby M., Fisher, Andrew, Bergamini, Giovanna, Marshall, Richard P., Blanchard, Andy D., Mercer, Paul F., and Chambers, Rachel C.

Published
2019
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44. Formative 'Use' of Assessment Information: It's a Process, so Let's Say What We Mean

Author

Good, Robert

Abstract

The term "formative assessment" is often used to describe a type of assessment. The purpose of this paper is to challenge the use of this phrase given that "formative assessment" as a noun phrase ignores the well-established understanding that it is a process more than an object. A model that combines content, context, and strategies is presented as one way to view the process nature of assessing formatively. The alternate phrase "formative use of assessment information" is suggested as a more appropriate way to describe how content, context, and strategies can be used together in order to close the gap between where a student is performing currently and the intended learning goal. (Contains 1 figure.)

Published
2011

45. Abstract 4254: ADT-010, a novel immunomodulatory antibody that harnesses the anti-tumor properties of tissue-resident Vδ1 γδ T cells

Author

Munoz-Olaya, Jose, primary, McGinley, Aoife, additional, Foxler, Daniel, additional, Samuel, Samuel, additional, Lechertier, Tanguy, additional, Bhumbra, Shefali, additional, Good, Robert, additional, Cave, Luke, additional, Polyakova, Oxana, additional, Uden, Mark, additional, Tuna, Mihriban, additional, and Mount, Natalie, additional

Published
2022
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47. Social Studies Teachers Who Teach toward Social Justice: An Examination of Life Histories

Author

Good, Robert A.

Abstract

This dissertation reports on a qualitative investigation of two research questions: What experiences lead secondary social studies teachers to become passionate and committed to teaching toward social justice? How do these teachers conceptualize and practice teaching toward social justice in the social studies? The study, which employed a life history design informed by a sociocultural approach, examined data from interviews with thirteen secondary social studies teachers whose practice emphasized social justice concepts. Data were interpreted using both narrative analysis and inductive content analysis. A variety of life experiences such as family, schooling, oppression, spirituality, friendships, teaching experience, work experience, community, and media influenced the development of a social justice identity. These experiences shaped the participants' trajectories of identification, particularly in their childhood and adolescence, by either aligning them along a path that valued social justice and/or by promoting resistance to unjust practices that deepened their commitment to social justice. Participants also discussed how they addressed issues of social justice in their practice using techniques that reflected the ideas of critical pedagogy, multicultural education, and democratic citizenship education. The study implies that a greater commitment to social justice practice in the social studies may be facilitated by (1) increasing programming and curriculum in teacher training institutions that address both social justice theory and practice, and (2) developing networks of secondary social studies teachers that support critical reflection and exchange of ideas that promote social justice within both classrooms and schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2010

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