Wireless Global Positioning System Fleet Tracking System at the University at Albany

This report provides an overview of the project undertaken at the University at Albany to make alternative transportation a more viable option by implementing a GPS Tracking System on the University bus fleet and broadcasting the bus locations to commuters via the internet and a “smart phone” application. According to a survey administered by the University, students and faculty identified convenience as the number one barrier to taking the bus. In line with its commitment to environmental sustainability, University at Albany wished to increase mass transit ridership by making it more convenient and predictable, thus favorably impacting commuting patterns. This report details the successes and challenges of the project, focusing on lessons learned and suggestions for futureprojects of a similar nature

Smart Urban Solutions for Low-Income Neighborhoods in Dubai: Hor Al Anz Area as a Case Study

The project’s main objective is to study and assess the current situation and future setup of implementing smart solutions technologies, and the main challenges facing the growth in Dubai in general and the Hor Al Anz neighborhood in Dubai in particular. The expected results and outcomes of this study are illustrated in this research report. The project report consists of 5 parts. Part 1 covers the implemented initiatives and presents the problem statement and the historical background of the case study area by showing why did I select the Hor Al Anz neighborhood in Dubai (Figure 1 below). The purpose of the study is to understand and highlight the challenges that are facing people and identify the problems to try to find smart solutions for the neighborhoods and indicate the project definition and goals to be achieved by using strategic approaches and smart, sustainable targets. Part 2 provides an overview of the literature review and what other similar work has been done in the same areas even in the UAE or in other countries. Part 3 presents the methodology which contains the description of all the phases informing the research. Part 4 presents the Project Analysis which contains (General tours, Secondary data, Similar Solutions, Decision Making, and Expected Results/ project Deliverables). Part 5 presents the conclusion and a set of recommendations based on the review of all the above points for effective ways intended to go about solving the problem and the data analytics tools which will be used to offer people’s needs and expectations

Electronic Footprints in the Sand: Technologies for Assisting Domestic Violence Survivors

With the rapid growth and spread of Internet-based social support systems, the impact that these systems can make to society – be it good or bad – has become more significant and can make a real difference to people’s lives. As such, various aspects of these systems need to be carefully investigated and analysed, including their security/privacy issues. In this paper, we present our work in designing and implementing various technological features that can be used to assist domestic violence survivors in obtaining help without leaving traces which might lead to further violence from their abuser. This case study serves as the core of our paper, in which we outline our approach, various de- sign considerations – including difficulties in keeping browsing history private, our currently implemented solutions (single use URL, targeted history sanitita- tion agent, and secret graphical gateway), as well as novel ideas for future work (including location-based service advertising and deployment in the wild)

Supporting lifelong learners to build personal learning ecologies in daily physical spaces

This article presents the results from a questionnaire filled out by 147 lifelong learners with the aim to analyse learning practices of adults, and to recognize patterns of lifelong learners in order to support them with technology. These patterns capture the context in which lifelong learners are more willing to learn, that is, the day of the week, duration, location activity being performed, type of device being used, way to interact with their devices and how these aspects can affect when an adult student takes the initiative to learn. Likewise, this article examines previous publications on surveys, questionnaires and information collected with the same objective, to corroborate and contrast the findings. Moreover, we present a literature review on augmented tangibles for learning identifying potential contexts to orchestrate tangibles depending on the physical space where they are normally used. As an outcome of this work, important research questions are risen to integrate smart learning objects in learner-centred ecologies of resource