402 research outputs found

    A BIM - GIS Integrated Information Model Using Semantic Web and RDF Graph Databases

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    In recent years, 3D virtual indoor and outdoor urban modelling has become an essential geospatial information framework for civil and engineering applications such as emergency response, evacuation planning, and facility management. Building multi-sourced and multi-scale 3D urban models are in high demand among architects, engineers, and construction professionals to achieve these tasks and provide relevant information to decision support systems. Spatial modelling technologies such as Building Information Modelling (BIM) and Geographical Information Systems (GIS) are frequently used to meet such high demands. However, sharing data and information between these two domains is still challenging. At the same time, the semantic or syntactic strategies for inter-communication between BIM and GIS do not fully provide rich semantic and geometric information exchange of BIM into GIS or vice-versa. This research study proposes a novel approach for integrating BIM and GIS using semantic web technologies and Resources Description Framework (RDF) graph databases. The suggested solution's originality and novelty come from combining the advantages of integrating BIM and GIS models into a semantically unified data model using a semantic framework and ontology engineering approaches. The new model will be named Integrated Geospatial Information Model (IGIM). It is constructed through three stages. The first stage requires BIMRDF and GISRDF graphs generation from BIM and GIS datasets. Then graph integration from BIM and GIS semantic models creates IGIMRDF. Lastly, the information from IGIMRDF unified graph is filtered using a graph query language and graph data analytics tools. The linkage between BIMRDF and GISRDF is completed through SPARQL endpoints defined by queries using elements and entity classes with similar or complementary information from properties, relationships, and geometries from an ontology-matching process during model construction. The resulting model (or sub-model) can be managed in a graph database system and used in the backend as a data-tier serving web services feeding a front-tier domain-oriented application. A case study was designed, developed, and tested using the semantic integrated information model for validating the newly proposed solution, architecture, and performance

    Sensing Collectives: Aesthetic and Political Practices Intertwined

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    Are aesthetics and politics really two different things? The book takes a new look at how they intertwine, by turning from theory to practice. Case studies trace how sensory experiences are created and how collective interests are shaped. They investigate how aesthetics and politics are entangled, both in building and disrupting collective orders, in governance and innovation. This ranges from populist rallies and artistic activism over alternative lifestyles and consumer culture to corporate PR and governmental policies. Authors are academics and artists. The result is a new mapping of the intermingling and co-constitution of aesthetics and politics in engagements with collective orders

    Automatic Generation of Personalized Recommendations in eCoaching

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    Denne avhandlingen omhandler eCoaching for personlig livsstilsstÞtte i sanntid ved bruk av informasjons- og kommunikasjonsteknologi. Utfordringen er Ä designe, utvikle og teknisk evaluere en prototyp av en intelligent eCoach som automatisk genererer personlige og evidensbaserte anbefalinger til en bedre livsstil. Den utviklede lÞsningen er fokusert pÄ forbedring av fysisk aktivitet. Prototypen bruker bÊrbare medisinske aktivitetssensorer. De innsamlede data blir semantisk representert og kunstig intelligente algoritmer genererer automatisk meningsfulle, personlige og kontekstbaserte anbefalinger for mindre stillesittende tid. Oppgaven bruker den veletablerte designvitenskapelige forskningsmetodikken for Ä utvikle teoretiske grunnlag og praktiske implementeringer. Samlet sett fokuserer denne forskningen pÄ teknologisk verifisering snarere enn klinisk evaluering.publishedVersio

    Connected World:Insights from 100 academics on how to build better connections

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    Being WELL in the Neoliberal University: Conceptualising a Whole University Approach to Student Wellbeing and Experiences of Living and Learning at UK Universities in a Neoliberal Higher Education Context

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    Background Epidemiological trends demonstrating disproportionate, proliferating, and unequal student and staff mental health outcomes at UK universities have coincided with a marked neoliberalisation of higher education. With few exceptions however, these trends have been conceptualised in isolation, with epistemological predisposition towards isolated individual-level explanations and interventions for distress across student mental health research that are in inherent tension with the implementation of a whole university approach to wellbeing in policy and practice. To address these conceptual, methodological, and practice-based gaps across the field, this thesis seeks to address the primary research question: ‘how do students experience wellbeing and living and learning in a neoliberal higher educational context and what are the implications for the conceptualisation and operationalisation of a whole university approach?’ Design and Methods Grounded in pragmatist ontology, a multi-phase research design is applied containing five symbiotic studies. Study one synthesises biopsychosocial systems-based theories of wellbeing; cross-disciplinary neoliberal critique; and Foucaultian philosophy on subjectivity to conceptualise a multi-dimensional relationship between the neoliberal higher education system and student wellbeing. Study two conducts an integrative and interpretative narrative literature review to identify the social, academic, and financial determinants of student wellbeing within the context of the neoliberal higher education system. Study three utilises a cross-sectional survey with a national sample of 815 undergraduate and postgraduate students to identify the prevalence, variance, and associations of salient social, academic, and financial determinants of wellbeing with identifiable socio-material and socio-psychological neoliberal conditions. Study four performs ten student focus groups to explore student experiential narratives of wellbeing and living and learning in the neoliberal system, whilst eliciting recommendations for policy and practice. Study five uses expert interviews with nine relevant stakeholders to explore the influence of neoliberal socio-material and socio-psychological conditions on service delivery and elucidate recommendations for the conceptualisation and operationalisation of a whole university approach. Findings Taken together, the findings present preliminary evidence that identifiable neoliberal higher education principles and policies mediate student exposure, both socio-materially and socio-psychologically, to academic, social, and financial determinants which demonstrably, detrimentally, and differentially impact on subjective wellbeing. It is argued therefore that pragmatic conceptualisation and operationalisation of a whole university approach must be contextualised within the neoliberal higher education system. Implications for policy, practice, and research are presented

    The mad manifesto

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    The “mad manifesto” project is a multidisciplinary mediated investigation into the circumstances by which mad (mentally ill, neurodivergent) or disabled (disclosed, undisclosed) students faced far more precarious circumstances with inadequate support models while attending North American universities during the pandemic teaching era (2020-2023). Using a combination of “emergency remote teaching” archival materials such as national student datasets, universal design for learning (UDL) training models, digital classroom teaching experiments, university budgetary releases, educational technology coursewares, and lived experience expertise, this dissertation carefully retells the story of “accessibility” as it transpired in disabling classroom containers trapped within intentionally underprepared crisis superstructures. Using rhetorical models derived from critical disability studies, mad studies, social work practice, and health humanities, it then suggests radically collaborative UDL teaching practices that may better pre-empt the dynamic needs of dis/abled students whose needs remain direly underserviced. The manifesto leaves the reader with discrete calls to action that foster more critical performances of intersectionally inclusive UDL classrooms for North American mad students, which it calls “mad-positive” facilitation techniques: 1. Seek to untie the bond that regards the digital divide and access as synonyms. 2. UDL practice requires an environment shift that prioritizes change potential. 3. Advocate against the usage of UDL as a for-all keystone of accessibility. 4. Refuse or reduce the use of technologies whose primary mandate is dataveillance. 5. Remind students and allies that university space is a non-neutral affective container. 6. Operationalize the tracking of student suicides on your home campus. 7. Seek out physical & affectual ways that your campus is harming social capital potential. 8. Revise policies and practices that are ability-adjacent imaginings of access. 9. Eliminate sanist and neuroscientific languaging from how you speak about students. 10. Vigilantly interrogate how “normal” and “belong” are socially constructed. 11. Treat lived experience expertise as a gift, not a resource to mine and to spend. 12. Create non-psychiatric routes of receiving accommodation requests in your classroom. 13. Seek out uncomfortable stories of mad exclusion and consider carceral logic’s role in it. 14. Center madness in inclusive methodologies designed to explicitly resist carceral logics. 15. Create counteraffectual classrooms that anticipate and interrupt kairotic spatial power. 16. Strive to refuse comfort and immediate intelligibility as mandatory classroom presences. 17. Create pathways that empower cozy space understandings of classroom practice. 18. Vector students wherever possible as dynamic ability constellations in assessment

    Machine Learning Algorithm for the Scansion of Old Saxon Poetry

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    Several scholars designed tools to perform the automatic scansion of poetry in many languages, but none of these tools deal with Old Saxon or Old English. This project aims to be a first attempt to create a tool for these languages. We implemented a Bidirectional Long Short-Term Memory (BiLSTM) model to perform the automatic scansion of Old Saxon and Old English poems. Since this model uses supervised learning, we manually annotated the Heliand manuscript, and we used the resulting corpus as labeled dataset to train the model. The evaluation of the performance of the algorithm reached a 97% for the accuracy and a 99% of weighted average for precision, recall and F1 Score. In addition, we tested the model with some verses from the Old Saxon Genesis and some from The Battle of Brunanburh, and we observed that the model predicted almost all Old Saxon metrical patterns correctly misclassified the majority of the Old English input verses

    Fictional Practices of Spirituality I: Interactive Media

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    "Fictional Practices of Spirituality" provides critical insight into the implementation of belief, mysticism, religion, and spirituality into worlds of fiction, be it interactive or non-interactive. This first volume focuses on interactive, virtual worlds - may that be the digital realms of video games and VR applications or the imaginary spaces of life action role-playing and soul-searching practices. It features analyses of spirituality as gameplay facilitator, sacred spaces and architecture in video game geography, religion in video games and spiritual acts and their dramaturgic function in video games, tabletop, or LARP, among other topics. The contributors offer a first-time ever comprehensive overview of play-rites as spiritual incentives and playful spirituality in various medial incarnations
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