The integration of an augmented reality module within the Way- Cyberparks app. : the case study of Valletta city

Latest improvements on mobile devices capabilities are changing the way people interact with their surroundings. Nowadays, devices are able to sense the environment and user’s location, enabling the user to experience improved digital services. This is a key aspect of public spaces enhancement, which plays a pivotal role for the improvement of public spaces; a key to make public locations more accessible, interactive and enjoyable. One of the most powerful technologies enabling this innovative set of services is known as Augmented Reality (AR). More in depth, AR allows users to visualise in real time virtual information about the physical objects of the real world, directly on the display of their own devices. AR provides innovative way-finding widgets and context-awareness services. Along with the aims of the COST Action Cyberparks, our aim is to improve the App delivered during the first stages of the project (Way-Cyberparks) with AR functionalities, by developing a location-based AR module tailored to be integrated within Way-Cyberparks. The AR section will link virtual geo-tagged annotations as an interface to (geo) spatial and attribute data, allowing users to quick access digital sensory inputs. The overarching idea is to populate the App with virtual signage fostering the fruition of public spaces by allowing users to experience new ways of moving within specific places. Thanks to that, on one hand, the App works as an interactive path-finder tool, heading visitors towards the most interesting locations or landmarks within a specific area (Points of Interest or POIs). On the other, users are enabled to create their own contents and upload them into the network of available POIs, enabling a true participative community. The city of Valletta has been chosen as first case study; here the AR module will be tested to identify historical locations and heritage buildings, acting as contextual objects for the Way- Cyberparks App.Funded by the Horizon 2020 Framework Programme of the European Union.peer-reviewe

When is it Biased? Assessing the Representativeness of Twitter's Streaming API

Twitter has captured the interest of the scientific community not only for its massive user base and content, but also for its openness in sharing its data. Twitter shares a free 1% sample of its tweets through the "Streaming API", a service that returns a sample of tweets according to a set of parameters set by the researcher. Recently, research has pointed to evidence of bias in the data returned through the Streaming API, raising concern in the integrity of this data service for use in research scenarios. While these results are important, the methodologies proposed in previous work rely on the restrictive and expensive Firehose to find the bias in the Streaming API data. In this work we tackle the problem of finding sample bias without the need for "gold standard" Firehose data. Namely, we focus on finding time periods in the Streaming API data where the trend of a hashtag is significantly different from its trend in the true activity on Twitter. We propose a solution that focuses on using an open data source to find bias in the Streaming API. Finally, we assess the utility of the data source in sparse data situations and for users issuing the same query from different regions

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Trapped ion mobility spectrometry and PASEF enable in-depth lipidomics from minimal sample amounts

A comprehensive characterization of the lipidome from limited starting material remains very challenging. Here we report a high-sensitivity lipidomics workflow based on nanoflow liquid chromatography and trapped ion mobility spectrometry (TIMS). Taking advantage of parallel accumulation-serial fragmentation (PASEF), we fragment on average 15 precursors in each of 100 ms TIMS scans, while maintaining the full mobility resolution of co-eluting isomers. The acquisition speed of over 100 Hz allows us to obtain MS/MS spectra of the vast majority of isotope patterns. Analyzing 1 mu L of human plasma, PASEF increases the number of identified lipids more than three times over standard TIMS-MS/MS, achieving attomole sensitivity. Building on high intra- and inter-laboratory precision and accuracy of TIMS collisional cross sections (CCS), we compile 1856 lipid CCS values from plasma, liver and cancer cells. Our study establishes PASEF in lipid analysis and paves the way for sensitive, ion mobility-enhanced lipidomics in four dimensions

iPadding Sixth Graders to Impact Language Learning: An Empirical Mobile Study

This paper reports on an empirical study in mobile language learning,with the purpose of exploring how mobile technology affects thelearning of a foreign language.Mobile devices possess fundamental properties, such as portability,individuality, interactivity and connectivity, that are essential tolanguage learning, in that they enhance exposure and noticing,promote interaction and calibrate corrective feedback.The mobile device adopted for this study is the iPad, which can fulfillthe functions of a computer with the additional plus of beinglightweight and therefore easily portable. It has a wide high-resolutiontouch screen, which enhances input as well as learners’ attention,making them focus on key language features and raising theirawareness. Furthermore, the iPad is compatible with the most recentapplications for the development of interactive skills.The author investigated the impact of iPad on a class of sixth gradersin their first year of learning Italian and compared their learning to anon-iPadded class over two years’ time, first in sixth grade and then inseventh grade. Results show that, thanks to mobile technology, theiPadded sixth graders generally progressed better than the noniPaddedsixth graders, but, remarkably, even better than the noniPaddedseventh graders in oral interactive tasks