Standardization Framework for Sustainability from Circular Economy 4.0

The circular economy (CE) is widely known as a way to implement and achieve sustainability, mainly due to its contribution towards the separation of biological and technical nutrients under cyclic industrial metabolism. The incorporation of the principles of the CE in the links of the value chain of the various sectors of the economy strives to ensure circularity, safety, and efficiency. The framework proposed is aligned with the goals of the 2030 Agenda for Sustainable Development regarding the orientation towards the mitigation and regeneration of the metabolic rift by considering a double perspective. Firstly, it strives to conceptualize the CE as a paradigm of sustainability. Its principles are established, and its techniques and tools are organized into two frameworks oriented towards causes (cradle to cradle) and effects (life cycle assessment), and these are structured under the three pillars of sustainability, for their projection within the proposed framework. Secondly, a framework is established to facilitate the implementation of the CE with the use of standards, which constitute the requirements, tools, and indicators to control each life cycle phase, and of key enabling technologies (KETs) that add circular value 4.0 to the socio-ecological transition

A people-oriented paradigm for smart cities

Most works in the literature agree on considering the Internet of Things (IoT) as the base technology to collect information related to smart cities. This information is usually offered as open data for its analysis, and to elaborate statistics or provide services which improve the management of the city, making it more efficient and more comfortable to live in. However, it is not possible to actually improve the quality of life of smart cities’ inhabitants if there is no direct information about them and their experiences. To address this problem, we propose using a social and mobile computation model, called the Internet of People (IoP) which empowers smartphones to recollect information about their users, analyze it to obtain knowledge about their habits, and provide this knowledge as a service creating a collaborative information network. Combining IoT and IoP, we allow the smart city to dynamically adapt its services to the needs of its citizens, promoting their welfare as the main objective of the city.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Teaching telecommunication standards: bridging the gap between theory and practice

©2017 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.Telecommunication standards have become a reliable mechanism to strengthen collaboration between industry and research institutions to accelerate the evolution of communications systems. Standards are needed to enable cooperation while promoting competition. Within the framework of a standard, the companies involved in the standardization process contribute and agree on appropriate technical specifications to ensure diversity and compatibility, and facilitate worldwide commercial deployment and evolution. Those parts of the system that can create competitive advantages are intentionally left open in the specifications. Such specifications are extensive, complex, and minimalistic. This makes telecommunication standards education a difficult endeavor, but it is much demanded by industry and governments to spur economic growth. This article describes a methodology for teaching wireless communications standards. We define our methodology around six learning stages that assimilate the standardization process and identify key learning objectives for each. Enabled by software-defined radio technology, we describe a practical learning environment that facilitates developing many of the needed technical and soft skills without the inherent difficulty and cost associated with radio frequency components and regulation. Using only open source software and commercial of-the-shelf computers, this environment is portable and can easily be recreated at other educational institutions and adapted to their educational needs and constraints. We discuss our and our students' experiences when employing the proposed methodology to 4G LTE standard education at Barcelona Tech.Peer ReviewedPostprint (author's final draft

Middle Grades Democratic Education in Neoliberal Times: Examining Youth Social Action Projects as a Path Forward

Although democratic education has long been considered a cornerstone of the developmentally responsive middle school model, current neoliberal priorities in education pose a particular threat to the democratic purpose of education. Due to their emphasis on student voice and civic engagement, youth social action projects present one opportunity to preserve democratic education as a focal point of the middle school concept. In this article, I offer a case description of a middle grades youth social action project. Incorporating student perspectives, I then critically examine the extent to which the project was successful in its goal of promoting student voice and present themes in the lessons students reported learning as a result of their engagement with the social action project. The findings indicate that although middle school students faced significant challenges, the social action project was nonetheless largely successful in incorporating student voice. The majority of middle school participants reported feeling that they had a voice in their school through the social action project. Middle school students also reported learning valuable lessons connected to three themes: 1) hard work and determination, 2) teamwork and leadership skills, and 3) empowerment. In closing, I offer implications for key stakeholders in middle level education concerning the path forward for democratic education in neoliberal times

Inter-firm Alliances during Pre-standardization in ICT

alliances, ICT, standardization

A Proposal for Semantic Map Representation and Evaluation

Semantic mapping is the incremental process of “mapping” relevant information of the world (i.e., spatial information, temporal events, agents and actions) to a formal description supported by a reasoning engine. Current research focuses on learning the semantic of environments based on their spatial location, geometry and appearance. Many methods to tackle this problem have been proposed, but the lack of a uniform representation, as well as standard benchmarking suites, prevents their direct comparison. In this paper, we propose a standardization in the representation of semantic maps, by defining an easily extensible formalism to be used on top of metric maps of the environments. Based on this, we describe the procedure to build a dataset (based on real sensor data) for benchmarking semantic mapping techniques, also hypothesizing some possible evaluation metrics. Nevertheless, by providing a tool for the construction of a semantic map ground truth, we aim at the contribution of the scientific community in acquiring data for populating the dataset

A Hybrid Recommender Strategy on an Expanded Content Manager in Formal Learning

The main topic of this paper is to find ways to improve learning in a formal Higher Education Area. In this environment, the teacher publishes or suggests contents that support learners in a given course, as supplement of classroom training. Generally, these materials are pre-stored and not changeable. These contents are typically published in learning management systems (the Moodle platform emerges as one of the main choices) or in sites created and maintained on the web by teachers themselves. These scenarios typically include a specific group of students (class) and a given period of time (semester or school year). Contents reutilization often needs replication and its update requires new edition and new submission by teachers. Normally, these systems do not allow learners to add new materials, or to edit existing ones. The paper presents our motivations, and some related concepts and works. We describe the concepts of sequencing and navigation in adaptive learning systems, followed by a short presentation of some of these systems. We then discuss the effects of social interaction on the learners’ choices. Finally, we refer some more related recommender systems and their applicability in supporting learning. One central idea from our proposal is that we believe that students with the same goals and with similar formal study time can benefit from contents' assessments made by learners that already have completed the same courses and have studied the same contents. We present a model for personalized recommendation of learning activities to learners in a formal learning context that considers two systems. In the extended content management system, learners can add new materials, select materials from teachers and from other learners, evaluate and define the time spent studying them. Based on learner profiles and a hybrid recommendation strategy, combining conditional and collaborative filtering, our second system will predict learning activities scores and offers adaptive and suitable sequencing learning contents to learners. We propose that similarities between learners can be based on their evaluation interests and their recent learning history. The recommender support subsystem aims to assist learners at each step suggesting one suitable ordered list of LOs, by decreasing order of relevance. The proposed model has been implemented in the Moodle Learning Management System (LMS), and we present the system’s architecture and design. We will evaluate it in a real higher education formal course and we intend to present experimental results in the near future

The Global Networked Value Circle: A new model for best-in-class manufacturing

As companies face deflation, slowing production and declining prices, they will need to assess their entire value chain as they look for ways to keep costs low and improve efficiencies while continuing to innovate. To help address this challenge, this report reflects fresh research undertaken by Capgemini in collaboration with the University of Edinburgh into the ?Best-in-Class Global Manufacturing Value Chain?

A Machine Learning Based Analytical Framework for Semantic Annotation Requirements

The Semantic Web is an extension of the current web in which information is given well-defined meaning. The perspective of Semantic Web is to promote the quality and intelligence of the current web by changing its contents into machine understandable form. Therefore, semantic level information is one of the cornerstones of the Semantic Web. The process of adding semantic metadata to web resources is called Semantic Annotation. There are many obstacles against the Semantic Annotation, such as multilinguality, scalability, and issues which are related to diversity and inconsistency in content of different web pages. Due to the wide range of domains and the dynamic environments that the Semantic Annotation systems must be performed on, the problem of automating annotation process is one of the significant challenges in this domain. To overcome this problem, different machine learning approaches such as supervised learning, unsupervised learning and more recent ones like, semi-supervised learning and active learning have been utilized. In this paper we present an inclusive layered classification of Semantic Annotation challenges and discuss the most important issues in this field. Also, we review and analyze machine learning applications for solving semantic annotation problems. For this goal, the article tries to closely study and categorize related researches for better understanding and to reach a framework that can map machine learning techniques into the Semantic Annotation challenges and requirements