Pennsylvania College of Technology, also known as Penn College, is a public university located in Williamsport, Pennsylvania, affiliated with The Pennsylvania State University. As an applied technology college, the school offers certificate, associate, and baccalaureate degree programs in more than 100 fields of study. The college's student body is 62% male and 76% are full-time. Wikipedia.
Zhao J.-J.,Taiyuan University of Technology |
Ji G.-H.,Taiyuan University of Technology |
Xia Y.,Northwestern Polytechnical University |
Zhang X.-L.,Pennsylvania College of Technology
International Journal of Bio-Inspired Computation | Year: 2015
Lung nodule segmentation is an important pre-processing step for analysis of solitary pulmonary nodules in computed tomography (CT) imaging. However, the previous nodule segmentation methods cannot segment the cavitary nodules entirely. To address this problem, an automated segmentation method based on self-generating neural networks and particle swarm optimisation (PSO) is proposed to ensure the integrity of cavitary nodule segmentation. Our segmentation method first roughly segments the image using a general region-growing method. Thereafter, the PSO-self-generating neural forest (SGNF)-based classification algorithm is used to cluster regions. Finally, grey and geometric features are utilised to identify the nodular region. Experimental results show that our method can achieve an average pixel overlap ratio of 88.9% compared with manual segmentation results. Moreover, compared with existing methods, this algorithm has higher segmentation precision and accuracy for cavitary nodules. Copyright © 2015 Inderscience Enterprises Ltd.
Ortiz-Cordova A.,Pennsylvania College of Technology |
Jansen B.J.,Qatar Computing Research Institute
International Journal of Information Systems in the Service Sector | Year: 2016
In this research study, the authors investigate the association between external searching, which is searching on a web search engine, and internal searching, which is searching on a website. They classify 295,571 external - internal searches where each search is composed of a search engine query that is submitted to a web search engine and then one or more subsequent queries submitted to a commercial website by the same user. The authors examine 891,453 queries from all searches, of which 295,571 were external search queries and 595,882 were internal search queries. They algorithmically classify all queries into states, and then clustered the searching episodes into major searching configurations and identify the most commonly occurring search patterns for both external, internal, and externalto- internal searching episodes. The research implications of this study are that external sessions and internal sessions must be considered as part of a continuous search episode and that online businesses can leverage external search information to more effectively target potential consumers. Copyright © 2016, IGI Global.
Butzler K.B.,Pennsylvania College of Technology
Journal of Chemical Education | Year: 2015
The flipped classroom is a blended, constructivist learning environment that reverses where students gain and apply knowledge. Instructors from K-12 to the college level are interested in the prospect of flipping their classes, but are unsure how and with which students to implement this learning environment. There has been little discussion regarding flipping the classroom with students who are less academically prepared, specifically those students at open-enrollment colleges. Students at an open-enrollment college differed in their perceptions of the flipped classroom from those perceptions reported by instructors in advanced placement high school chemistry classes or chemistry at competitive colleges and universities. The focus of this paper is to provide readers with insights about flipping a general chemistry class at an open-enrollment college. This study compared high school class rank and mathematics placement level to overall course grades in two different iterations of the flipped classroom and lecture learning environments. The results of the ANOVA indicated that mathematics level explained 17.6% of the variance in course grade (R2 = 0.176, F(1,84) = 17.131, p < 0.001) and class rank explained 20.965% of the variance in course grade (R2 = 0.208, F(1,84) = 20.965, p < 0.001). Students who are less academically and mathematically prepared should have a very structured learning environment with continual instructor feedback and prescribed preclass activities. This communication summarizes one of the invited papers to the ConfChem online conference Flipped Classroom, held from May 9 to June 12, 2014 and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). © 2015 The American Chemical Society and Division of Chemical Education, Inc.
Cantor K.M.,Pennsylvania College of Technology
Annual Technical Conference - ANTEC, Conference Proceedings | Year: 2010
An experiment was conducted to measure the energy consumed during extruder runs with two different polymers (one crystalline and one amorphous), each utilizing three different screw designs. Energy contributions from the individual heating zones on the extruder were measured and analyzed. Also, the energy consumed by the motor was measured to provide comparison of the contributions from the heaters and the motor. Results show value both in analyzing material behavior and in evaluating screw performance from an economic and a productivity standpoint.
Butzler K.B.,Pennsylvania College of Technology
Computers in the Schools | Year: 2016
Students at open-enrollment institutions enter college with a wide range of academic preparedness and are often required to take developmental classes to increase their academic skills to be successful in higher education. Further, few students possess self-regulated learning skills to aid in their learning. Researchers posited that academically at-risk students benefit from gains in self-regulated learning skills when a modeling and scaffolding approach is used to implement self-regulated learning tools. Self-regulated skills coupled with an active learning environment like the flipped classroom provide positive synergistic effects for academically at-risk students. This study compared several iterations of the flipped classroom in a general chemistry class at an open-enrollment college where high school class rank and mathematics placement level varied significantly. The results of the multiple regression analysis indicated that mathematics level and class rank were significant when predicting overall course grade regardless of the learning environment. The results of a paired-samples t test did not reveal a significant difference upon addition of note-taking and exam wrappers in a flipped classroom learning environment. However, students graduating high school in the top third, middle third, and bottom third of their graduating class increased their overall course grades in a flipped classroom using self-regulated tools by 7%, 3%, and 6%, respectively. To enhance the quantitative results, the author provides student comments on note-taking and the use of exam wrappers. © 2016 Taylor & Francis Group, LLC.