93 research outputs found

    On the Move to Meaningful Internet Systems: OTM 2015 Workshops: Confederated International Workshops: OTM Academy, OTM Industry Case Studies Program, EI2N, FBM, INBAST, ISDE, META4eS, and MSC 2015, Rhodes, Greece, October 26-30, 2015. Proceedings

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    International audienceThis volume constitutes the refereed proceedings of the following 8 International Workshops: OTM Academy; OTM Industry Case Studies Program; Enterprise Integration, Interoperability, and Networking, EI2N; International Workshop on Fact Based Modeling 2015, FBM; Industrial and Business Applications of Semantic Web Technologies, INBAST; Information Systems, om Distributed Environment, ISDE; Methods, Evaluation, Tools and Applications for the Creation and Consumption of Structured Data for the e-Society, META4eS; and Mobile and Social Computing for collaborative interactions, MSC 2015. These workshops were held as associated events at OTM 2015, the federated conferences "On The Move Towards Meaningful Internet Systems and Ubiquitous Computing", in Rhodes, Greece, in October 2015.The 55 full papers presented together with 3 short papers and 2 popsters were carefully reviewed and selected from a total of 100 submissions. The workshops share the distributed aspects of modern computing systems, they experience the application pull created by the Internet and by the so-called Semantic Web, in particular developments of Big Data, increased importance of security issues, and the globalization of mobile-based technologies

    Experimental analysis of disc thickness variation development in motor vehicle brakes

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    Over the past decade vehicle judder caused by Disc Thickness Variation (DTV) has become of major concern to automobile manufacturers worldwide. Judder is usually perceived by the driver as minor to severe vibrations transferred through the chassis during braking [1-9]. In this research, DTV is investigated via the use of a Smart Brake Pad (SBP). The SBP is a tool that will enable engineers to better understand the processes which occur in the harsh and confined environment that exists between the brake pad and disc whilst braking. It is also a tool that will enable engineers to better understand the causes of DTV and stick-slip the initiators of low and high frequency vibration in motor vehicle brakes. Furthermore, the technology can equally be used to solve many other still remaining mysteries in automotive, aerospace, rail or anywhere where two surfaces may come in contact. The SBP consists of sensors embedded into an automotive brake pad enabling it to measure pressure between the brake pad and disc whilst braking. The two sensor technologies investigated were Thick Film (TF) and Fibre Optic (FO) technologies. Each type was tested individually using a Material Testing System (MTS) at room and elevated temperatures. The chosen SBP was then successfully tested in simulated driving conditions. A preliminary mathematical model was developed and tested for the TF sensor and a novel Finite Element Analysis (FEA) model for the FO sensor. A new method called the Total Expected Error (TEE) method was also developed to simplify the sensor specification process to ensure consistent comparisons are made between sensors. Most importantly, our achievement will lead to improved comfort levels for the motorist

    Estudio sobre las percepciones del alumnado griego, de la etapa de secundaria en la asignatura de matemáticas, referentes a algunos aspectos de la competencia de aprender a aprender, desde una perspectiva de la psicológica escolar en educación

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    Metacognition refers to the knowledge that the person has about the processes of his thinking. In the current study, metacognition is defined as the knowledge of knowledge, which is the awareness of awareness or ignorance and concerns the monitoring and control of knowledge. The transition from the cognitive to the metacognitive level takes place through the knowledge of the individual about his basic knowledge. At the cognitive level, mental representations are produced as a result of the basic knowledge of the individual and certain actions are performed, which are characterized as cognitive, such as reasoning, judgment and evaluation. At the metacognitive level, the individual observes his cognitive level to construct the metacognitive level, that is, the results of metacognitive knowledge arise from the knowledge of basic knowledge (know what I know) (Shea, 2020). The most basic metacognitive skills are (a) awareness, (b) reflection and (c) self regulation. Awareness refers to the knowledge of information, related to the individual or his cognitive environment (software, classmates, associates, trainer, etc.), and arises as a result of the individual's interaction with his environment (Medina et al., 2017). Reflection is the mental activity in which individuals participate in exploring their experiences to arrive at new perceptions (Lundgren et al., 2017). Reflection can take place either during activities (reflection in action) or after reflection on action (Liu & Ball, 2019). For self-regulation, which is defined as the ability of the individual to monitor and modify / control his or her behavior, cognition, and mood, as well as the environment, if necessary in order to achieve a goal (Kostaridou-Eukleides, 2005, p. 248). The student's study at a metacognitive level is therefore inspected both at the level of monitoring his actions, as well as the actions of his classmates and the overall learning environment, with the aim of self-awareness and the team in which works (group-awareness). The aim of this research is to study the Use and Absence of Cognitive and Metacognitive Strategies. The Gonida and Leontari Strategy Use Scale (2012) was used to evaluate the use of cognitive and metacognitive strategies. An attempt was made to investigate possible developmental differences between high school students in terms of the manifestation of their prognostic factors. According to the theoretical structure of the questionnaire, three factors were provided with the addition of the 4th factor: (a) use of depth strategies (b) use of surface strategies (c) lack of use of strategies as well as a combination of the above in a fourth factor: (d) cognitive process strategies. According to the theory of individual achievement goals, the orientation adopted by each student has a significant and different effect on a number of cognitive emotional and behavioral variables (Leondari & Gonida, 2007; Jiang et al., 2014; Luftenegger et al., 2014; Schwinger et al., 2014; Wang et al., 2021). In particular, learning objectives, which are characterized by students 'desire to acquire new knowledge and improve their skills, have been associated with a variety of positive adaptive learning patterns, such as high self-esteem, the causal performance of students' success in effort, but also the general positive attitude towards learning activities (Gonida et al., 2009; Schwinger et al., 2014; Amerstorfer & Munster-Kistner, 2021). Many learning designs, like how to achieve goals, school performing, and level of persisting in achieving an aim have been linked in the past to the use and absence of cognitive and metacognitive strategies (Anthonysamy, 2021). So cognitive as metacognitive strategies are key self-regulated learning strategies combined with various positive learning results and moreover students who use strategies are expected avoid engaging in dysfunctional behaviors as well (Akamatsu et al., 2019). The results of the study of Chatzikyriakou, (2014) indicate that the use of cognitive and metacognitive strategies is not a significant negative predictor of the occurrence of either of the two avoidance behaviors, but on the contrary, the absence of use of the above strategies is one of the most important factors in predicting academic self behavior. It seems, then, that the students who lack self-regulatory learning skills, such as the intentional use of cognitive and metacognitive strategies opportunities to exhibit academic self-undermining behaviors. In combination, in fact, with their desire to be emphasized by the teacher and the parents in the detailed analysis of how they have to solve a Mathematics exercise, rather than in the final academic performance, according to which the students stated that they can self-destructive behaviors to avoid studying, these findings may indicate that students who eventually resort to such behaviors to avoid studying may do so because they do not have effective ways to study them, lack strategies that would facilitate them and thus engage in behaviors that compete with their academic goals, because studying for them is a painful, time consuming and unpleasant experience. In the process, of course, these weaknesses become more and more and the gaps accumulate resulting in a truly self-destructive behavior. At the end of high school, avoidance of seeking help as well as academic self sabotage are primarily related to individual variables, such as beliefs about the benefits and negative consequences of seeking help, learning goals and approaches to knowledge and approach, the use and absence of use of cognitive and metacognitive strategies, self-efficacy, self-esteem and school performance. From the perceptions of contextual factors, the avoidance of seeking help was only related to the perceived goals of the parents towards learning. On the other hand, the lack of use of cognitive and metacognitive strategies, as a positive predictor of academic self-undermining confirms how academic selfundermining was expected to be adopted by students who do not use functional strategies, such as cognitive and metacognitive strategies…Marco teórico: La metacognición se refiere al conocimiento que tiene la persona sobre los procesos de su pensamiento. En el estudio actual, la metacognición se define como el conocimiento del conocimiento, es decir, la conciencia de la conciencia o la ignorancia y se refiere al seguimiento y control del conocimiento. El tránsito del nivel cognitivo al metacognitivo se produce a través del conocimiento del individuo sobre sus conocimientos básicos. A nivel cognitivo, las representaciones mentales se producen como resultado de los conocimientos básicos del individuo y se realizan determinadas acciones, que se caracterizan como cognitivas, como el razonamiento, el juicio y la evaluación. En el nivel metacognitivo, el individuo observa su nivel cognitivo para construir el nivel metacognitivo, es decir, los resultados del conocimiento metacognitivo surgen del conocimiento del conocimiento básico (saber lo que sé) (Fleming & Dolan, 2012). Las habilidades metacognitivas más básicas son (a) la conciencia, (b) la reflexión y (c) la autorregulación. La conciencia se refiere al conocimiento de información, relacionada con el individuo o su entorno cognitivo (software, compañeros de clase, asociados, entrenador, etc.), y surge como resultado de la interacción del individuo con su entorno (Medina et al., 2017). Los investigadores clasifican el conocimiento matemático a través del estudio sistemático de las habilidades y conocimientos individuales que los alumnos deben conquistar para ser considerados exitosos en el dominio cognitivo de las matemáticas. La mayoría de las clasificaciones a menudo distinguen la importancia y el papel de los elementos estructurales básicos, que en la terminología de Orton (1992) son: 1) retención y recuperación de datos, 2) el uso de algoritmos, 3) conceptos de aprendizaje, 4) resolución de problemas. Las matemáticas como materia cognitiva se caracterizan por algunas peculiaridades que, si se tienen en cuenta en la enseñanza, pueden convertirse en causas de bajo rendimiento o fracaso escolar (Tshabalala & Ncube, 2016). Algunas de las peculiaridades más importantes son: 1) la naturaleza jerárquica de las matemáticas, 2) el código matemático de comunicación, 3) las formas de representación del conocimiento matemático. A continuación, se analiza y examina la naturaleza de estas peculiaridades y su posible relación con las dificultades en la evolución del conocimiento matemático de los niños. El TDAH, según Kakouros&Maniadaki, es un trastorno del desarrollo de origen orgánico -según la mayoría de los datos de investigación- que tiene un impacto negativo en muchas áreas del funcionamiento del niño y provoca dificultades graves y persistentes tanto en el propio niño como en su familia y el entorno social más amplio. Las personas con TDAH se diferencian de la media de personas del mismo nivel de desarrollo en su capacidad de concentración, control de sus impulsos y en algunos casos restringen su movilidad. Les cuesta responder a situaciones en las que otras personas lo hacen con mucha facilidad. Estas dificultades se manifiestan en diferentes contextos y pueden tener, a largo plazo, serias implicaciones para el rendimiento académico, el éxito profesional y el desarrollo socioemocional (Merrell et al., 2017). Los principales síntomas del TDAH son (a) Déficit de atención (en adelante DA), (b) Rapidez, (c) Hiperactividad. Como se ha dicho anteriormente, queda claro que la metodología didáctica propuesta para alumnos con dificultades de aprendizaje no es diferente de la metodología propuesta para el aprendizaje matemático en todos los niños. Las dificultades en matemáticas surgen de su forma abstracta, la necesidad de generalizaciones, la peculiaridad de su lenguaje, las diferencias en las nociones entre la forma en que se usan en matemáticas y en la vida cotidiana, el uso de formas simbólicas y representacionales, y estas dificultades se diferencian por concepto y área temática. Más que diagnosticar problemas y discutir formas especiales de enfrentarlos, es interesante identificar las dificultades específicas en un eje matemático temático y sugerir métodos y actividades que pueden ayudar a superarlas. Metodología: La competencia matemática implica, en diversos grados, la capacidad y la voluntad de utilizar modos matemáticos de pensamiento (pensamiento lógico y espacial) y representaciones (tipos, modelos, construcciones, gráficos y tablas). El objetivo general que se persigue con esta investigación es conocer la percepción que tienen los estudiantes de la asignatura de matemáticas de secundaria en instituciones de Grecia sobre algunos aspectos psicológicos, como la motivación hacia los deberes, el autoconcepto, la autoestima y las relaciones con los compañeros. Más concretamente, se pueden definir los siguientes objetivos específicos: - Determinar si existe relación entre el rendimiento académico de los estudiantes de matemáticas de la etapa secundaria (12 -15 años) en instituciones de Grecia y algunos aspectos como la motivación hacia la tarea, el autoconcepto, la autoestima, la relación con los compañeros - Averiguar si existe una relación entre el rendimiento académico de los estudiantes de la asignatura de matemáticas en la etapa secundaria (12 -15 años) en instituciones griegas y la resolución de problemas matemáticos. El instrumento que se empleó para la recopilación de los datos, fueron dos cuestionarios, uno de ellos denominado “Uso de estrategias” Gonida & Leontari (2012), el mismo establece tres factores o subescalala subescala que mide la ausencia de estrategias (α=.81), la subescala de estrategias de alto nivel (α=.78) y, la subescala de estrategias de bajo nivel (α=.71). Asimismo, se utilizó un instrumento de preguntas sobre el proceso cognitivo (Huertas et al., 2014), con un valor de fiabilidad notable (α=.87). La muestra de la investigación consta de estudiantes de 12 a 15 años que asisten a unidades de escuela secundaria en Heraklion, Creta, tanto en integración como en el aula general. Los estudiantes que participaron en el estudio fueron diagnosticados con TDAH diagnosticado anteriormente (Trastorno por Déficit de Atención con Hiperactividad). La muestra fue seleccionada tanto en el área urbana como no urbana. Sería de vital importancia informar que una cantidad importante de niños con TDAH fueron seleccionados de esta prefectura específica de 17 escuelas en total. En una muestra no probabilística, como en el presente estudio, no hay forma de calcular la probabilidad que tiene cada individuo de ser incluido en la muestra. Así, la selección de la muestra se realizó de forma aleatoria a través de la característica común de los alumnos con TDAH. La situación anterior explica el hecho de que todas las muestras de no probabilidad se basan en el juicio personal del investigador en lugar de alguna forma de procedimiento mecánico para la selección de los miembros de la muestra. En un muestreo estratificado como este, primero ocurre una división de la "población" en grupos mutuamente excluidos y luego la selección de una muestra aleatoria simple de cada grupo. Después de dividir la muestra en grupos, entre las escuelas del área urbana y no urbana, la selección de los integrantes se realizó solo por conveniencia (muestreo aleatorio simple), en el que la investigación se centró en las personas más accesibles para participar en la investigación. Las estrategias de análisis son de carácter cuantitativo, basadas en procedimientos descriptivos e inferenciales, estos últimos basados en su mayoría en comparativas de medias (T-Student y Anova). Conclusiones-Discusión: El tránsito del nivel cognitivo al metacognitivo se produce a través del conocimiento del individuo sobre sus conocimientos básicos. A nivel cognitivo, las representaciones mentales se producen como resultado de los conocimientos básicos del individuo y se realizan determinadas acciones, que se caracterizan como cognitivas, como el razonamiento, el juicio y la evaluación. En el nivel metacognitivo, el individuo observa su nivel cognitivo para construir el nivel metacognitivo, es decir, los resultados del conocimiento metacognitivo surgen del conocimiento del conocimiento básico (saber lo que sé) (Shea, 2020)

    Making Experts: An Ethnographic Study of “Makers” in FabLabs in Japan

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    “Makers” around the world cohere in a digital and physical network of technology hobbyists. “Makers are open-source hardware enthusiasts who use machines like 3D printers and laser cutters - manufacturing tools that have only recently become accessible to laypeople - to make things. “Makers share a vision for a world where everyone would be able to make almost anything, supplanting top-down economic systems and channels of production. This ethnographic research examines a subset of the “maker” community: “makers” in “FabLabs” in Japan. These “FabLabs” are small workshops that house the machines that “makers” need and make them open to the public. Drawing on 18 months of ethnographic fieldwork in Japan, this dissertation argues that the network of people, spaces, and machines remains coherent not because of common cultural forces like capitalist ambition, religion, geographic proximity, or even nationality. Rather, the coherence is more precisely understood - in the frame of science and technology studies - by examining the cohesive force of newly invented rituals and “active” ideas that engender hope and spur action toward a shared vision. Furthermore, the FabLab community in Japan exemplifies a novel culture of expertise wherein laypeople call on experts as-needed to accomplish their personal ambitions, flipping the usual understanding of expertise as a guarded product of insular cultural systems. I examine this unique culture of expertise and outline types of expertise developing from this dynamic, disparate, and impressively coherent FabLab network in Japan. Drawing on my ethnographic observations, I argue that laypeople, still bounded by political-economic forces in Japan, nevertheless are exercising a degree of agency that was previously the domain only of experts in manufacturing. This action by laypeople is what activates sufficient cohesive activity to sustain the community in the absence of more traditional social cohesive forces

    Fedco Seeds 2021: Seeds and Supplies

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    When is a seed catalog more than a seed catalog? When it is the Fedco Seed catalog. Fedco, founded in 1978, is a worker-consumer cooperative in Maine known for promoting the ideals of cooperation, transparency, and the common ownership of seeds. These archives contain thousands of pages of Fedco’s seed catalogs. As one of its editors noted, “We give our readers things to think about.” Annual themes have included the role played by soil bacteria—the microscopic heroes that make life on this planet possible; the contributions of plant breeders and seed keepers; poetry by Walt Whitman, Vergil, and Russell Libby, among others. Editorials often stress the negative impact multinational corporations have on the genetic diversity of food crops, and provide annual updates on genetic engineering and the consolidation of the seed industry. Bits of humor are throughout, some of them in possibly the catalogs’ best feature: original art, and engravings from old seed catalogs and horticultural books. It is, in the words of Fedco’s founder CR Lawn, “More than a marketing tool.

    Student Scholarship Day 2004

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    An aesthetic for sustainable interactions in product-service systems?

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    Copyright @ 2012 Greenleaf PublishingEco-efficient Product-Service System (PSS) innovations represent a promising approach to sustainability. However the application of this concept is still very limited because its implementation and diffusion is hindered by several barriers (cultural, corporate and regulative ones). The paper investigates the barriers that affect the attractiveness and acceptation of eco-efficient PSS alternatives, and opens the debate on the aesthetic of eco-efficient PSS, and the way in which aesthetic could enhance some specific inner qualities of this kinds of innovations. Integrating insights from semiotics, the paper outlines some first research hypothesis on how the aesthetic elements of an eco-efficient PSS could facilitate user attraction, acceptation and satisfaction

    Characterizing and exploring differences in pharmacy students' motivation and motivation co-construction in collaborative learning

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    The purpose of this study was to characterize types of motivation and motivation co-construction during collaborative learning, as well as explore differences in motivation between two extreme cases of student project groups. In an entrepreneurship course, six groups of four to five pharmacy students worked on a collaborative project to solve a variety of authentic ill-defined health care problems. I selected two student project groups; a group in which all members rated their motivation high throughout the group project and a group in which most members rated their motivation average to start and low at the end of the semester. The data analysis included semester-long video observations paired with weekly surveys of students’ perceptions. I conducted a directed content analysis of transcribed student statements for the occurrence of several types of motivational states, beliefs, values, goals, and behavioral expressions. I coded each instance that students expressed a motivation construct for co-construction mechanisms. The specific co-construction mechanisms determined the level of the motivation construct (e.g., group-level). Also, the students’ co-construction of motivation constructs could follow either a negotiation or motivation regulation pathway. The key assertion of the study was that differences in students’ motivation during collaborative learning can be explained by achievement motivation theories but with the added complexity of socio-motivational dynamics. These socio-motivational dynamics included: 1) the co-construction of motivational beliefs, values, and goals, 2) students’ beliefs and values about themselves, their peers, and the group, 3) similarities and differences between group member’s motives, achievement goal orientations, social goal orientations, and standards, 4) negotiation and regulation of motivational beliefs, values, goals, states, and behavioral expressions, 5) students’ impression management and psychological safety. The resulting codebook, organizing framework, and the inventory of the types of motivational beliefs, values, and goals will enable future researchers to further disentangle the complexity of motivation in collaborative learning groups. This study contributes to research about the fundamental knowledge and theory of collaborative learning groups’ motivational and social processes.Doctor of Educatio

    Simple identification tools in FishBase

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    Simple identification tools for fish species were included in the FishBase information system from its inception. Early tools made use of the relational model and characters like fin ray meristics. Soon pictures and drawings were added as a further help, similar to a field guide. Later came the computerization of existing dichotomous keys, again in combination with pictures and other information, and the ability to restrict possible species by country, area, or taxonomic group. Today, www.FishBase.org offers four different ways to identify species. This paper describes these tools with their advantages and disadvantages, and suggests various options for further development. It explores the possibility of a holistic and integrated computeraided strategy
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