Autonomic management of a building's multi-HVAC system start-up

Most studies about the control, automation, optimization and supervision of building HVAC systems concentrate on the steady-state regime, i.e., when the equipment is already working at its setpoints. The originality of the current work consists of proposing the optimization of building multi-HVAC systems from start-up until they reach the setpoint, making the transition to steady state-based strategies smooth. The proposed approach works on the transient regime of multi-HVAC systems optimizing contradictory objectives, such as the desired comfort and energy costs, based on the "Autonomic Cycle of Data Analysis Tasks" concept. In this case, the autonomic cycle is composed of two data analysis tasks: one for determining if the system is going towards the defined operational setpoint, and if that is not the case, another task for reconfiguring the operational mode of the multi-HVAC system to redirect it. The first task uses machine learning techniques to build detection and prediction models, and the second task defines a reconfiguration model using multiobjective evolutionary algorithms. This proposal is proven in a real case study that characterizes a particular multi-HVAC system and its operational setpoints. The performance obtained from the experiments in diverse situations is impressive since there is a high level of conformity for the multi-HVAC system to reach the setpoint and deliver the operation to the steady-state smoothly, avoiding overshooting and other non-desirable transitional effects.European CommissionJunta de Comunidades de Castilla-La ManchaMinisterio de Ciencia e Innovació

Video-based collaborative learning:evidence for a pedagogical model

The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalized this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in combination with collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this symposium fosters a teacher experiment, a cross-over analysis on a pedagogical model for effective VSCL, and student feedback in relation with VSCL. The experiment shows students’ growing lexical richness and cohesion by working peer feedback on student’s video recorded teaching practice. The cross-over analysis shows the evidence for the VSCL-pedagogical model based on data from many other experiments in the European ViSuAL-project. The same holds for the student-feedback analysis. In this symposium we interact about practical experiences in relation with the effective principles of the developed pedagogical model and the experiences of the students

Exploring the social care needs of cancer patients and their carers in a rural setting

People affected by cancer (PABC) have social care needs as well as health needs and existing research has highlighted that these needs go unmet. Despite this, we lack an in-depth understanding regarding of specific needs in a rural setting. The aim of this paper is to explore the social care needs of a sample of cancer patients and carers in the rural English county of Lincolnshire

e-Skills: The International dimension and the Impact of Globalisation - Final Report 2014

In today’s increasingly knowledge-based economies, new information and communication technologies are a key engine for growth fuelled by the innovative ideas of highly - skilled workers. However, obtaining adequate quantities of employees with the necessary e-skills is a challenge. This is a growing international problem with many countries having an insufficient numbers of workers with the right e-Skills. For example: Australia: “Even though there’s 10,000 jobs a year created in IT, there are only 4500 students studying IT at university, and not all of them graduate” (Talevski and Osman, 2013). Brazil: “Brazil’s ICT sector requires about 78,000 [new] people by 2014. But, according to Brasscom, there are only 33,000 youths studying ICT related courses in the country” (Ammachchi, 2012). Canada: “It is widely acknowledged that it is becoming inc reasingly difficult to recruit for a variety of critical ICT occupations –from entry level to seasoned” (Ticoll and Nordicity, 2012). Europe: It is estimated that there will be an e-skills gap within Europe of up to 900,000 (main forecast scenario) ICT pr actitioners by 2020” (Empirica, 2014). Japan: It is reported that 80% of IT and user companies report an e-skills shortage (IPA, IT HR White Paper, 2013) United States: “Unlike the fiscal cliff where we are still peering over the edge, we careened over the “IT Skills Cliff” some years ago as our economy digitalized, mobilized and further “technologized”, and our IT skilled labour supply failed to keep up” (Miano, 2013)

Персональне освітнє середовище – як один із трендів сучасної освіти

To meet the needs of the modern information society one must constantly improve the education system. The effectiveness of teaching today’s students fully depends on the implementation and use in the study of modern information and communication technologies, including network services that allow you to create an appropriate pedagogy and technology support base of modern information systems for educational purposes, and effectively organize the electronic learning university environment. An analysis of e-learning environments of modern domestic and foreign universities demonstrates quite a high level of qualitative and quantitative indicators of the implementation of electronic resources for educational purposes. However, despite the relatively high level of organization and content of university portals, the creation and implementation of students‘ personalized e-learning environment, which in turn is based on personalization in a global network, student-centered learning, which acts as a basis for the formation of ICT and key competencies of modern student, is still an open issue. The selfspontaneous creation of personalized e-learning environment does not cover the training needs of students, but is only partially able to satisfy them, as knowledge students cannot improve the quality of both formal and informal learning. This paper focuses on the study of students‘ ICT competencies and their ability to use information and communication technologies to carry out information activities in their professional field. The authors also discuss the results of studies on personalized and adaptive learning, based on consideration of learning styles. Based on a statistical analysis of the pedagogical experiments, some recommendations are suggested for technology training for teachers and students in order to to improve training efficiency

Management, Technology and Learning for Individuals, Organisations and Society in Turbulent Environments

This book presents the collection of fifty two papers which were presented on the First International Conference on BUSINESS SUSTAINABILITY ’08 - Management, Technology and Learning for Individuals, Organisations and Society in Turbulent Environments, held in Ofir, Portugal, from 25th to 27th of June, 2008. The main motive of the meeting was the growing awareness of the importance of the sustainability issue. This importance had emerged from the growing uncertainty of the market behaviour that leads to the characterization of the market, i.e. environment, as turbulent. Actually, the characterization of the environment as uncertain and turbulent reflects the fact that the traditional technocratic and/or socio-technical approaches cannot effectively and efficiently lead with the present situation. In other words, the rise of the sustainability issue means the quest for new instruments to deal with uncertainty and/or turbulence. The sustainability issue has a complex nature and solutions are sought in a wide range of domains and instruments to achieve and manage it. The domains range from environmental sustainability (referring to natural environment) through organisational and business sustainability towards social sustainability. Concerning the instruments for sustainability, they range from traditional engineering and management methodologies towards “soft” instruments such as knowledge, learning, creativity. The papers in this book address virtually whole sustainability problems space in a greater or lesser extent. However, although the uncertainty and/or turbulence, or in other words the dynamic properties, come from coupling of management, technology, learning, individuals, organisations and society, meaning that everything is at the same time effect and cause, we wanted to put the emphasis on business with the intention to address primarily the companies and their businesses. From this reason, the main title of the book is “Business Sustainability” but with the approach of coupling Management, Technology and Learning for individuals, organisations and society in Turbulent Environments. Concerning the First International Conference on BUSINESS SUSTAINABILITY, its particularity was that it had served primarily as a learning environment in which the papers published in this book were the ground for further individual and collective growth in understanding and perception of sustainability and capacity for building new instruments for business sustainability. In that respect, the methodology of the conference work was basically dialogical, meaning promoting dialog on the papers, but also including formal paper presentations. In this way, the conference presented a rich space for satisfying different authors’ and participants’ needs. Additionally, promoting the widest and global learning environment and participativeness, the Conference Organisation provided the broadcasting over Internet of the Conference sessions, dialogical and formal presentations, for all authors’ and participants’ institutions, as an innovative Conference feature. In these terms, this book could also be understood as a complementary instrument to the Conference authors’ and participants’, but also to the wider readerships’ interested in the sustainability issues. The book brought together 97 authors from 10 countries, namely from Australia, Finland, France, Germany, Ireland, Portugal, Russia, Serbia, Sweden and United Kingdom. The authors “ranged” from senior and renowned scientists to young researchers providing a rich and learning environment. At the end, the editors hope and would like that this book will be useful, meeting the expectation of the authors and wider readership and serving for enhancing the individual and collective learning, and to incentive further scientific development and creation of new papers. Also, the editors would use this opportunity to announce the intention to continue with new editions of the conference and subsequent editions of accompanying books on the subject of BUSINESS SUSTAINABILITY, the second of which is planned for year 2011.info:eu-repo/semantics/publishedVersio

Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills