Changing availability of TV white space in the UK

The UK regulator Ofcom has held a Pilot of TV white space (TVWS) technology in the UK. On the basis of the results of this Pilot, Ofcom has varied its calculations of allowed white space device equivalent isotropically radiated powers (EIRP). Further, the World Radiocommunication Conference (WRC) 2015 has assigned 694-790 MHz to mobile broadband on a co-primary basis, in International Telecommunication Union (ITU) Region 1 (which includes the UK/EU). Fundamental observations on the effects of these changes on TVWS availability in the UK are provided.</p

Leaping and dancing with digitality : Exploring human-smartphone-entanglements in classrooms

This chapter explores digitality as part of young people’s everyday lives in the Arctic. It is based on two ethnographic studies situated in the political context of the “digital leap”, the governmental and curricular emphasis on digitality in education in Finland. With the more formal “digital leap”, informal engagements and attachments with digitality intertwine, in which students’ own smartphones play an increasingly significant role. The analyses use the notion of entanglement (Barad) to examine how primary school and upper secondary school students emerge in their situated and specific encounters with smartphones in school. The starting points of things, bodies, affect, time and space open up insights to connectivity between young people’s digital activities and global economic networks as well as to the multidirectionality between humans and technologies: while the students access their digital devices, the digitalities also access their users. We suggest that this wilder form of “digital leap” requires reconsidering materiality, affect, and instability of space and time.Peer reviewe

Collaborative Learning Using Collaboration Technology: Report from the Field

We propose that emerging collaboration, or groupware, technology that supports synchronous interaction among students and faculty can add new aspects to the traditional distance learning and university course models. To explore this assumption we taught a masters' level university course using collaboration technology. In our approach, collaboration technology (integrated synchronous audio- and video-conferencing, electronic whiteboard and shared application tools) was used to provide students at universities in different countries opportunities to participate in interactive class exercises and discussions, and to do class assignments together. Students also participated in traditional, face-to-face class seminars, discussions and exercises at their local university. Thus students learned using collaboration technology and traditional methods. In this paper we describe the course and discuss students' evaluations of the course, their collaboration with each other, and collaboration technology used during the course. Students evaluated the course and their collaborative experiences very highly but reported unique challenges and had mixed impressions with respect to the technology. Challenges included establishing interpersonal communication and meeting commitments. In general, students judged collaboration technology lower than e-mail and telephony in characteristics such as social presence, participation and ease of use. However, there were differences in evaluations among students in Chapel Hill and Oulu implying cultural preferences. In addition, students reported varying degrees of productivity and variety of tasks afforded the technology. These differences were similar for students in Chapel Hill and Oulu, implying individual preferences influenced evaluation of the technology. These results appear to imply that students need to learn principles of collaboration in addition to the technology for collaborative learning across distances to occur, and that a variety of technologies are needed to accommodate cultural and individual differences among students

Licensed Shared Access evolution enables early access to 5G spectrum and novel use cases

This paper discusses the regulatory and standardization status of the Licensed Shared Access (LSA), compares it with the US Citizens Broadband Radio Service concept, and reviews results from the ongoing feasibility study in the European Telecommunications Standards Institute on temporary spectrum access for local high-quality wireless networks. Based on comparative analysis, a new LSA evolution concept and functional architecture is proposed, and the early results of the world first LSAevo validation are presented. Introduced system architecture can be applied to 3.4-3.8 GHz band so that fragmentation challenges to take the band into 5G use in the European member states can be solved, while ensuring that the communication of the incumbent users, fixed wireless access, fixed links, and satellite earth stations do not experience any harmful interference. In the end-to-end field trial, local high-quality wireless network use case for an industrial automation Micro-operator is validated

Collaborative Learning Using Collaboration Technology: Report from the Field

We propose that emerging collaboration, or groupware, technology that supports synchronous interaction among students and faculty can add new aspects to the traditional distance learning and university course models. To explore this assumption we taught a masters' level university course using collaboration technology. In our approach, collaboration technology (integrated synchronous audio- and video-conferencing, electronic whiteboard and shared application tools) was used to provide students at universities in different countries opportunities to participate in interactive class exercises and discussions, and to do class assignments together. Students also participated in traditional, face-to-face class seminars, discussions and exercises at their local university. Thus students learned using collaboration technology and traditional methods. In this paper we describe the course and discuss students' evaluations of the course, their collaboration with each other, and collaboration technology used during the course. Students evaluated the course and their collaborative experiences very highly but reported unique challenges and had mixed impressions with respect to the technology. Challenges included establishing interpersonal communication and meeting commitments. In general, students judged collaboration technology lower than e-mail and telephony in characteristics such as social presence, participation and ease of use. However, there were differences in evaluations among students in Chapel Hill and Oulu implying cultural preferences. In addition, students reported varying degrees of productivity and variety of tasks afforded the technology. These differences were similar for students in Chapel Hill and Oulu, implying individual preferences influenced evaluation of the technology. These results appear to imply that students need to learn principles of collaboration in addition to the technology for collaborative learning across distances to occur, and that a variety of technologies are needed to accommodate cultural and individual differences among students

Trajectories of precarious employment and the risk of myocardial infarction and stroke among middle-aged workers in Sweden : A register-based cohort study

Background: The aim is to identify trajectories of precarious employment (PE) over time in Sweden to examine associations of these with the subsequent risk of myocardial infarction (MI) and stroke. Methods: This is a nation-wide register-based cohort study of 1,583,957 individuals aged 40 to 61 years old residing in Sweden between 2003-2007. Trajectories of PE as a multidimensional construct and single PE components (contractual employment relationship, temporariness, income levels, multiple job holding, probability of coverage by collective agreements) were identified for 2003-2007 by means of group-based model trajectories. Risk Ratios (RR) for MI and stroke according to PE trajectories were calculated by means of generalized linear models with binomial family. Findings: Adjusted estimates showed that constant PE and borderline PE trajectories increased the risk of MI (RR: 1·08, CI95%:1·05-1·11 and RR:1·13, CI95%: 1·07-1·20 respectively) and stroke (RR:1·14, CI95%: 1·10-1·18 and HR:1·24, CI95%: 1·16-1·33 respectively) among men. A higher risk of stroke in men was found for the following unidimensional trajectories: former agency employees (RR:1·32, CI95%:1·04-1·68); moving from high to a low probability of having collective agreements (RR: 1·10, CI95%:1·01-1·20). Having constant low or very low income was associated to an increased risk of MI and Stroke for both men and women. Interpretation: The study findings provide evidence that PE increases the risk of stroke and possibly MI. It highlights the importance of being covered by collective bargaining agreements, being directly employed and having sufficient income levels over time. Funding: The Swedish Research Council for Health, Working Life and Welfare, no. 2019-01226.publishedVersionPeer reviewe