15,068 research outputs found

    The Metaverse: Survey, Trends, Novel Pipeline Ecosystem & Future Directions

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    The Metaverse offers a second world beyond reality, where boundaries are non-existent, and possibilities are endless through engagement and immersive experiences using the virtual reality (VR) technology. Many disciplines can benefit from the advancement of the Metaverse when accurately developed, including the fields of technology, gaming, education, art, and culture. Nevertheless, developing the Metaverse environment to its full potential is an ambiguous task that needs proper guidance and directions. Existing surveys on the Metaverse focus only on a specific aspect and discipline of the Metaverse and lack a holistic view of the entire process. To this end, a more holistic, multi-disciplinary, in-depth, and academic and industry-oriented review is required to provide a thorough study of the Metaverse development pipeline. To address these issues, we present in this survey a novel multi-layered pipeline ecosystem composed of (1) the Metaverse computing, networking, communications and hardware infrastructure, (2) environment digitization, and (3) user interactions. For every layer, we discuss the components that detail the steps of its development. Also, for each of these components, we examine the impact of a set of enabling technologies and empowering domains (e.g., Artificial Intelligence, Security & Privacy, Blockchain, Business, Ethics, and Social) on its advancement. In addition, we explain the importance of these technologies to support decentralization, interoperability, user experiences, interactions, and monetization. Our presented study highlights the existing challenges for each component, followed by research directions and potential solutions. To the best of our knowledge, this survey is the most comprehensive and allows users, scholars, and entrepreneurs to get an in-depth understanding of the Metaverse ecosystem to find their opportunities and potentials for contribution

    In-situ crack and keyhole pore detection in laser directed energy deposition through acoustic signal and deep learning

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    Cracks and keyhole pores are detrimental defects in alloys produced by laser directed energy deposition (LDED). Laser-material interaction sound may hold information about underlying complex physical events such as crack propagation and pores formation. However, due to the noisy environment and intricate signal content, acoustic-based monitoring in LDED has received little attention. This paper proposes a novel acoustic-based in-situ defect detection strategy in LDED. The key contribution of this study is to develop an in-situ acoustic signal denoising, feature extraction, and sound classification pipeline that incorporates convolutional neural networks (CNN) for online defect prediction. Microscope images are used to identify locations of the cracks and keyhole pores within a part. The defect locations are spatiotemporally registered with acoustic signal. Various acoustic features corresponding to defect-free regions, cracks, and keyhole pores are extracted and analysed in time-domain, frequency-domain, and time-frequency representations. The CNN model is trained to predict defect occurrences using the Mel-Frequency Cepstral Coefficients (MFCCs) of the lasermaterial interaction sound. The CNN model is compared to various classic machine learning models trained on the denoised acoustic dataset and raw acoustic dataset. The validation results shows that the CNN model trained on the denoised dataset outperforms others with the highest overall accuracy (89%), keyhole pore prediction accuracy (93%), and AUC-ROC score (98%). Furthermore, the trained CNN model can be deployed into an in-house developed software platform for online quality monitoring. The proposed strategy is the first study to use acoustic signals with deep learning for insitu defect detection in LDED process.Comment: 36 Pages, 16 Figures, accepted at journal Additive Manufacturin

    Technical Dimensions of Programming Systems

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    Programming requires much more than just writing code in a programming language. It is usually done in the context of a stateful environment, by interacting with a system through a graphical user interface. Yet, this wide space of possibilities lacks a common structure for navigation. Work on programming systems fails to form a coherent body of research, making it hard to improve on past work and advance the state of the art. In computer science, much has been said and done to allow comparison of programming languages, yet no similar theory exists for programming systems; we believe that programming systems deserve a theory too. We present a framework of technical dimensions which capture the underlying characteristics of programming systems and provide a means for conceptualizing and comparing them. We identify technical dimensions by examining past influential programming systems and reviewing their design principles, technical capabilities, and styles of user interaction. Technical dimensions capture characteristics that may be studied, compared and advanced independently. This makes it possible to talk about programming systems in a way that can be shared and constructively debated rather than relying solely on personal impressions. Our framework is derived using a qualitative analysis of past programming systems. We outline two concrete ways of using our framework. First, we show how it can analyze a recently developed novel programming system. Then, we use it to identify an interesting unexplored point in the design space of programming systems. Much research effort focuses on building programming systems that are easier to use, accessible to non-experts, moldable and/or powerful, but such efforts are disconnected. They are informal, guided by the personal vision of their authors and thus are only evaluable and comparable on the basis of individual experience using them. By providing foundations for more systematic research, we can help programming systems researchers to stand, at last, on the shoulders of giants

    Redefining quality interpersonal communication and communication activities in marriage from divorcees’ perspectives

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    Quality interpersonal communication is essential in the development and maintenance of any relationship, including marriage. As society adapts to new avenues of communication, married couples often underestimate the relevance of interpersonal communication in their relationship due to their lack of understanding of quality interpersonal communication. Therefore, this study investigated the conceptualisation of quality interpersonal communication through the lens of Relational Dialectic Theory and communication activities in marriage from the perspectives of divorcees. This study also explored the antecedents of poor-quality interpersonal communication and its repercussions on married couples. The present study also extended Knapp’s Relational Development Model by incorporating communication technology as a medium of communication. In-depth interviews were conducted on 20 divorcees from different states in Malaysia, chosen through a purposive sampling technique. The gathered data was then evaluated and combined in a thematic data analysis using the NVivo 12 software. This study discovers that the definitions of quality interpersonal communication are divided into seven (7) categories, with communication skills, intimacy, and characters identified as the top three significant traits. Results of this study also indicate that spouses use various medium of communication based on their circumstances but prefer face-to-face communication. However, communication occurrences between spouses are low and mostly negative, with the majority of them mainly involving households and children. The other antecedents of poor-quality interpersonal communication are communication skills, attitudes, third-party involvement, and emotional condition. The current study concludes that emotional condition is one of the protuberant effects of poor-quality interpersonal communication. All in all, the current study provides a new paradigm in Knapp’s Relational Development Model through the incorporation of the effects of poor-quality interpersonal communication into the deterioration stages of the model

    Anuário científico da Escola Superior de Tecnologia da Saúde de Lisboa - 2021

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    É com grande prazer que apresentamos a mais recente edição (a 11.ª) do Anuário Científico da Escola Superior de Tecnologia da Saúde de Lisboa. Como instituição de ensino superior, temos o compromisso de promover e incentivar a pesquisa científica em todas as áreas do conhecimento que contemplam a nossa missão. Esta publicação tem como objetivo divulgar toda a produção científica desenvolvida pelos Professores, Investigadores, Estudantes e Pessoal não Docente da ESTeSL durante 2021. Este Anuário é, assim, o reflexo do trabalho árduo e dedicado da nossa comunidade, que se empenhou na produção de conteúdo científico de elevada qualidade e partilhada com a Sociedade na forma de livros, capítulos de livros, artigos publicados em revistas nacionais e internacionais, resumos de comunicações orais e pósteres, bem como resultado dos trabalhos de 1º e 2º ciclo. Com isto, o conteúdo desta publicação abrange uma ampla variedade de tópicos, desde temas mais fundamentais até estudos de aplicação prática em contextos específicos de Saúde, refletindo desta forma a pluralidade e diversidade de áreas que definem, e tornam única, a ESTeSL. Acreditamos que a investigação e pesquisa científica é um eixo fundamental para o desenvolvimento da sociedade e é por isso que incentivamos os nossos estudantes a envolverem-se em atividades de pesquisa e prática baseada na evidência desde o início dos seus estudos na ESTeSL. Esta publicação é um exemplo do sucesso desses esforços, sendo a maior de sempre, o que faz com que estejamos muito orgulhosos em partilhar os resultados e descobertas dos nossos investigadores com a comunidade científica e o público em geral. Esperamos que este Anuário inspire e motive outros estudantes, profissionais de saúde, professores e outros colaboradores a continuarem a explorar novas ideias e contribuir para o avanço da ciência e da tecnologia no corpo de conhecimento próprio das áreas que compõe a ESTeSL. Agradecemos a todos os envolvidos na produção deste anuário e desejamos uma leitura inspiradora e agradável.info:eu-repo/semantics/publishedVersio

    Bridging technology and educational psychology: an exploration of individual differences in technology-assisted language learning within an Algerian EFL setting

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    The implementation of technology in language learning and teaching has a great influence onthe teaching and learning process as a whole and its impact on the learners’ psychological state seems of paramount significance, since it could be either an aid or a barrier to students’ academic performance. This thesis therefore explores individual learner differences in technology-assisted language learning (TALL) and when using educational technologies in higher education within an Algerian English as a Foreign Language (EFL) setting. Although I initially intended to investigate the relationship between TALL and certain affective variables mainly motivation, anxiety, self-confidence, and learning styles inside the classroom, the collection and analysis of data shifted my focus to a holistic view of individual learner differences in TALL environments and when using educational technologies within and beyond the classroom. In an attempt to bridge technology and educational psychology, this ethnographic case study considers the nature of the impact of technology integration in language teaching and learning on the psychology of individual language learners inside and outside the classroom. The study considers the reality constructed by participants and reveals multiple and distinctive views about the relationship between the use of educational technologies in higher education and individual learner differences. It took place in a university in the north-west of Algeria and involved 27 main and secondary student and teacher participants. It consisted of focus-group discussions, follow-up discussions, teachers’ interviews, learners’ diaries, observation, and field notes. It was initially conducted within the classroom but gradually expanded to other settings outside the classroom depending on the availability of participants, their actions, and activities. The study indicates that the impact of technology integration in EFL learning on individual learner differences is both complex and dynamic. It is complex in the sense that it is shown in multiple aspects and reflected on the students and their differences. In addition to various positive and different negative influences of different technology uses and the different psychological reactions among students to the same technology scenario, the study reveals the unrecognised different manifestations of similar psychological traits in the same ELT technology scenario. It is also dynamic since it is characterised by constant change according to contextual approaches to and practical realities of technology integration in language teaching and learning in the setting, including discrepancies between students’ attitudes and teacher’ actions, mismatches between technological experiences inside and outside the classroom, local concerns and generalised beliefs about TALL in the context, and the rapid and unplanned shift to online educational delivery during the Covid-19 pandemic situation. The study may therefore be of interest, not only to Algerian teachers and students, but also to academics and institutions in other contexts through considering the complex and dynamic impact of TALL and technology integration at higher education on individual differences, and to academics in similar low-resource contexts by undertaking a context approach to technology integration

    Modifying Group Interpersonal Psychotherapy for Peripartum Adolescents in Sub-Saharan African Context: Reviewing Differential Contextual and Implementation Considerations

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    Background: This study describes adaptation and modification of World Health Organization (WHO) recommended group interpersonal psychotherapy (IPT-G) for depressed peripartum adolescents. The adaptation process includes accommodating contextual factors and strategies to address intervention implementation barriers, such as engagement problems with adolescents, caregivers, and providers, and stigma and dearth of mental health specialists. The modifications include and adolescent relevant iterations to the therapy format and content. Methods: A multi-stakeholder led two-stage intervention adaptation and modification process integrating mixed qualitative methods were used with pregnant and parenting adolescents, their partners, and health care workers. In-depth interviews focusing on personal, relationship, social, and cultural barriers experienced by adolescents were carried out modeled on the Consolidated Framework for Implementation Research. Focus group discussions with depressed adolescents on their experiences, feedback from caregivers, partners, health workers inform focused modifications. An IPT expert committee of three practitioners, along with UNICEF adolescent officer, and mental health policy expert from Ministry of Health and representative community advisory body reviewed the adaptations and modifications made to the WHO IPT-G manual. Discussion: Integration of mental health needs of peripartum adolescents as demonstrated in the stakeholder engagement process, adaptation of key terms into locally relevant language, determination of number of sessions, and user-centric design modifications to digitize a brief version of group interpersonal psychotherapy are presented

    Sponsorship of individual athletes in relation to the company’s marketing strategy

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    Abstract. Sports marketing is constantly evolving and its importance as a marketing tool is strengthening worldwide. As a result, sponsorship of individual athletes and personal brands have become strategic marketing tools for companies. The marketing strategy of companies should follow and support the overall strategy of the company, therefore marketing measures, such as, sponsorship should also follow and support the overall strategy. Previous research has examined sponsorship from the perspective of value creation as well as from the perspective of how sponsorship affects the corporate image and the benefits of sponsorship for stakeholders. In terms of strategy, sponsorship has been examined from the perspective of what kind of sponsorship strategies companies have. Sponsorship in general and the sponsorship of individual athletes as its sub-theme are still very little studied themes in Finland. Therefore, comprehensive data is required on how sponsorship can be utilized as a strategic tool in marketing. The aim of the study is to investigate how the sponsorship of individual athletes in Finland is linked to the marketing strategy of companies. Interviewing Finnish companies is of primary importance for researching this topic. The research follows an abductive process, which means that the existing literature is studied first, and the empirical analysis is conducted based on the formed theoretical framework. The research is a qualitative multiple-case study, and the empirical data is collected through five semi-structured interviews with company representatives of large and medium-sized enterprises of various business sectors. Based on the data, companies perceive individual athlete sponsorship either as an embedded part of a marketing strategy, as partially embedded marketing measure, or as not in relation to marketing strategy. This is influenced by factors, such as, industry, the size of the sponsorship agreement, the athletes’ own motivation, and the companies’ ability or inability to utilize individual athletes in the company’s marketing communications. Sponsorship of individual athletes was seen as a regionally significant factor from the perspective of corporate social responsibility

    Strategies for Early Learners

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    Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: • Developing curriculum through the planning cycle • Theories that inform what we know about how children learn and the best ways for teachers to support learning • The three components of developmentally appropriate practice • Importance and value of play and intentional teaching • Different models of curriculum • Process of lesson planning (documenting planned experiences for children) • Physical, temporal, and social environments that set the stage for children’s learning • Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. • Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety • Making children’s learning visible through documentation and assessmenthttps://scholar.utc.edu/open-textbooks/1001/thumbnail.jp
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